ERIC - Education Resources Information Center - Deaf. PUB DATE … · 2013-11-15 · 11:15 - 12:00...

DOCUMENT RESUME

ED 065 979 EC 042 899

TITLE Proceedings of the Forty-Second Meating; Conferenceof Executives of American Schools for the Deaf.

INSTITUTION Conference of Executives of Anerican Schools for theDeaf.

PUB DATE 70NOTE 211p.; Reprint of Proceedings of the 42nd Meeting of

Conference of Executives of Anerican Schclls for theDeaf, St. Augustine, Florida, April 5-10, 1970

EDRS PRICE MF-$0.65 HC-$9.87DESCRIPTORS *Administrator Role; *Aurally Handicapped; Conference

Reports; *Educational Opportunities; *ExceptionalChild Education; *Multiply Handicapped; PublicSchools; Undergraduate Study; Vocational Education

ABSTRACTProceedings of the conference of executives of

American schools for the deaf consist of 27 papers and reports of 14standing committees. Selected topics discussed iuclude planning a newera at Gallaudet College, St. Paul Technical Vocational Institute'sTechnical Vocational Program for deaf students, current status ofNational Technical Institute for the Deaf, annual survey of hearingimpai--d children and youth, meeting the problems of multiplyhandicapped children in the New York City public schools,modification of speech behavior in the speech of the deaf,implications for schools of research o vocational development,education of the child with special learning disabilities, SeattleCommunity College system, some basic principles of the Rochestermethod, academic, vocational, and technical education for the deaf atDelgado College, evaluation of preschool programs, education of thedeaf in Florida, Educational Media Distribution Center, and NationalAdvisory Committee on Education of the Deaf. Selected standingcommittees reporting were accreditation of schools, statistics,public relations, and Council of Organizations Serving the Deaf.(CB)

PROCEEDINGSof the

FORTY-SECOND M EET1NG

CONFERENCE OF EXECUTIVESof

AMERICAN SCHOOLS FOR THE DEAF

4

PONCE DE LEON LODGE

ST. AUGUSTINE, FLORIDA

APRIL 5 10, 1970

4

PROCEEDINGS

OF THE FORTY-SECOND MEETING

CONFERENCE OF EXECUTIVES

OF


St. Augustine, Florida

April 5 - 10, 1970

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON 01 ORGANIZATION ORIG-INATING IT, MINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

IL '

--\,14 *-me3

411

,t4 t, I

.1E4S1 .111

,*s

4 "

,

41

0 _

a

CONFERENCE OF EXECUTIVES OF AMERICAN SCHOOLS FOR THE DEAF

Forty-Second Meeting

April 5-10, 1970

OFFICERS

Ben E. Hoffmeyer, North Carolina PresidentRoy M. Stelle, New York President-ElectJoe R. Shinpaugh, Virginia SecretaryArmin G. Turechek, Colorado Treasurer

EXECUTIVE COMMITTEE

Ben E. Hoffmeyer, Chairman North Carolina, 1970

Roy M. Stelle New York, 1970

Joe R. Shinpaugh Virginia, 1970

Armin G. Turechek Colorado, 1970

Edward W. Tillinghast Arizona, 1970

Donald E. Kennedy Ontario, 1970

Edward W. Reay Idaho, 1970

Doin Hicks Texas, 1971

John D. Harrington New York, 1971

Kenneth F. Huff Wisconsin, 1972

Stanley D. Roth Kansas, 1972

TABLE OF CONTENTS

Official Program 1

Welcoming Address - Dr. William J. McClure 7

Response: United States - George H. Thompson 10

Keynote Address: The 1970's; Retrospect and Prospect -Dr. Robert H. Spiro 11

President's Report - Dr. Ben E. Hoffmeycr 15

Planning a New Era at Gallaudet College - Dr. Edward C. Merrill, Jr. 19

St. Paul Technical Vocational Institute's Technical VocationalProgram for Deaf Students - Robert R. Lauritsen 25

NTID: Its Current Status - Dr. Robert Frisina

Annual Survey of Hearing Impaired Children and Youth -August Gentile with Sal DiFrancesca

Meeting the Problems of Multiply Handicapped Children in theNew York City Public Schools - Dr. John D. Harrington

Modification of Speech Behavior in the Speech of the Deaf -Dr. Anthony Holbrook and Gladys H. Crawford

37

45

53

63

Research on Vocational Development: Implications for Schoolsfor the Deaf - Dr. Alan Lerman 71

The Education of the Child with Special Learning Disabilities -Dr. Lillian C. R. Restaino 79

Seattle Community College System - H. W. Barkuloo 87

The Rochester Method: Some Basic Principles - Edward L. Scouten 89

Delgado College: Academic, Vocational, and Technical Educationfor the Deaf - Douglas O. Wells 91

Evaluation of Preschool Programs: An Interaction AnalysisModel - Dr. Donald F. Moores 97

What Now? - Dr. Gilbert L. Delgado 105

Ir._

Education of ttIL Deaf in Florida - Dr. Floyd T. Christian

A Cooperative Program of Vocational Rehabilitation for DeafStudents at the Florida School - Craig Mills

v

117

121

Minutes of the Forty-Second Meeting, Conference of Executivesof American Schools for the Deaf 129

Statement of Receipts and Disbursements 142

National Office Report - Dr. H. M. Quigley 151

Educational Media Distribution Center - Dr. H. M. Quigley 153

Educational Media Corporation - Dr. Roy M. Stelle 155

National Advisory Committee on Education of the Deaf -Patria G. Forsythe 156

Annnls Committee - Dr. William J. McClure 158

Minutes of the Executive Committee Meeting held onApril 4, 1970 in St. Augustine, Florida 160

Reports of Standing Committees:

Accreditation of Schools 171

Certification of Dormitory Counselors 171

Pilaf-Blind Children 172

Interagency 173

Membership 175

Multiply Handicapped 176

Statistics 178

Public Relations 178

Council of Organizations Serving the Deaf 179

Resolutions 182

Vocational 193

Council on Education of the Deaf 198

Educational Media Committee 203

Paront Education 203

APPENDIX

Constitution, Conference of Executives of American Schoolsfor the Deaf 205

Meetings of the Conference 209

Published Proceedings of the Conference 210

Honorary Members of the Conference 212

NOTE: The following papers or reports were not suppliedin time for inclusion in the prodeedings:

Response to Welcoming Address - Canada

Speech Reading Failures in Deaf Children

National Association of the Deaf Census

Proposed Standards of Certification ofTeachers of the Hearing Impaired

Report of the Joint Committee on Audiologyand Education of the Deaf

Report of the Committee on Education Research

Report of Committee on Higher Education

vii

Forty-Second Meeting


Ponce de Leon Lodge, St. Augustine, Florida

April 5 - 10, 1970

Official Program

REGISTRATION - Ponce de Leon Lodge

Saturday, April 4 - 2:00 - 5:00 p. m.Sunday, April 5 - 10:00 - 12:00 a. m. & 2:00 - 600 p. m.Monday, April 6 - 8:30 - 11:00 a. m. & 2:00 - 4:CO p. m.Tuesday &Wednesday - Same hours as for Monday

SUNDAY, April 5, 1970 -- Opening Session8:00 p. m. - Flagler Room, Ponce de Leon LodgeDr, Ben E. Hoffmeyer, President, Conference of Executives of

American Schools for the Deaf, Presiding

STAR SPANGLED BANNER

GOD SAVE THE QUEEN

INVOCATION

The Reverend Stanley Bullock, Rector, Trinity Episcopal Church,St. Augustine, Florida

WELCOME

Dr. William J. McClure, PresidentFlorida School for the Deaf and the_Blind

RESPONSE - United States

George H. Thompson, SuperintendentNebraska School for the Deaf, Omaha, Nebraska

RESPONSE - Canada

Donald Kennedy, SuperintendentOntario School for the Deaf, Milton, Ontario

INTRODUCTION OF KEYNOTE SPEAKER

Dr. William J. McClure, PresidentFlorida School for the Deaf and the Blind

KEYNOTE ADDRESS - The 19701s: Retrospect and Prospect

Dr. Robert H. Spiro, PresidentJacksonville Univermity, Jacksonville, Florida

ANNOUNCEMENTS

SOCIAL HOUR

Classroom Teachers' Associations Florida School for theDeaf and the Blind, Department for the DeafPoolside Area, Ponce de Leon Lodge

MONDAY, April 6, 1970

9:00 - 9:145 a. m. - President's Report

Dr. Ben E. Hoffmeyer, President

Conference of Executives of American Schools for the DeafFlagler Room

9:145 a. m. - Coffee Break

10:00 a. rn. - First Business Meeting

11:145 a. m. - Conference Picture

12: 00 Noon - Lunch

12:30 p. m. - Rotary meets at the Caravan Restaurant

1:145 p. m. - Planning a New Era at Gallaudet College

Dr. Edward C. Merrill, Jr., PresidentGallaudet College, Washington, D. C.

3:00 p. m. - Coffee Break

3:15 - 5:00 p. m. - The St. Paul Technical Vocational Institute'sTechnical Vocational Program for Deaf Stidirifs

Robert R. Lauritsen) Director, St. Paul Area TechnicalVocational Institute, Technical Vocational Program forDeaf Students with Gerhard W. Nelson

6:30 p. in. - Lions Club meets at the Monson Motor Lodge

Open Night

2

TUESDAy, April 7, 1970

9:00 - 10:15 a. m. - NTID: Its Current Status

Dr. Robert Frisina, Vice PresidentNational Technical Institute for the DeafRochester, New York


10:30 - 11:15 a. m. - Report of Progress, Current Activities, andPlans for the Annual Survey of Hearing ImpairedChildren and Youth

Augustine Gentile, Director, Office of Demographic StudiesGallaudet College, Washington D. C. with Sal Di Francesca

11:15 - 12:00 Noon - Second Business Meeting

12:00 Noon - Lunch

12:15 p. m. - Kiwanis meets at the Ponce de Leon Lodge

12:30 p. m. - Ladies Luncheon - Mrs. William J. McClure, Hostess

For wives of superintendents and principals, lady membersand associate members. St. Augustine Restoration Area

1:30 - 2:00 p. zn. - Meeting the Problems of Multiply HandicappedChildren in the New York City Public Schools

Dr. John D. Harrington, PrincipalSchool for Language and Hearing Impaired ChildrenPublic School 158, New York City

2:00 - 2:45 p. rn - The Modification of Speech Behavior in theSpeech of the Deaf

Dr. Anthony Holbrook, Associate Profes sorDeparthent of Habilitative SciencesFlorida State UniversityTallahassee, Florida

2045 p. m. - Coffee Break

3:00 - 14:30 p. m. - Research on Vocational Development: The Implicationsfor Schools for the Deaf

Dr. Alan Lerman, Director of ResearchLexington School for the DeafJacks.on Heights, New York

The Education of' the Child with SpecialLearning Disabilities

Dr. Lillian Restaino, Research AssociateLexington School for the DeafJackson Heights, New Yotok

4:30 - 5:00 p.' m. - Seattle Community College System'

H. W. Barkuloo, DirectorProgram for the DeafSeattle Community College

6:00 p. m. - Poolside Buffet, Ponce de Leon Lodge

WEDNESDAY, April 8, 1970

9:00 - 10:15 a, m. - Third Business Meeting, Ben E. Hoffmeyer,President, Presiding


10:30 - 11:45 a. m. - Demonstration and Discussion of the RochesterMethod of Language Development

Dr. William J. McClure, PresidentEdward L. Scouten, PrincipalNrs. Nettie Fleming, Supervising TeacherStaff and ChildrenFlorida School for the Deaf and the Blind

12:00 Noon - Lunch

1:00 - 1:30 p. m. - Delgado College: Academic, Vocational, aniTechnical Education for the Deaf

Douglas 0. Wells, Assistrnt AdministratorDelgado CollegeNew Orleanst Louisiana

1:30 p. in. - Speech Reading Failures in Deaf Children

Dr. Arthur I. Neyhus, PsychologistWestern Suburban Association for the Hearing HandicappedLombard, Illinois

2:15 p. m. - Coffee Break

2:30 p. m. - Fourth Business Meeting, Dr. Ben E. Hoffmeyer, Presiding

Open Night

;91

THURSDAY, April 9, 1970

9:00 - 10:15 a. m. - Evaluation of Preschool Programs:An Interaction Analysis Model

Dr. Donald F. Moores , Associate ProfessorDirector of Programs on DeafnessDepartment of Educational. PsychologyUniversity of Minnesota

- What Now?

Dr. Gilbert Delgado, ChiefMedia Services and Captioned FilmsBureau of Education f or the DeafDepartment of Health, Education and WelfareWashington, D. C.

10:1 5 a. m. - Coffee Break

10:30 - 11:15 a. in. - National Association of the Deaf Ceiisus

Dr. Jerome Schein, DeanCollege of EducationCinc innati University

11:15 a. rn. -.Education of the Deaf in Florida

Floyd T. Christian, ConunissionerDepartment of EducationStat e of FloridaTallahassee, Florida

(Paper delivered by Zollie Mgnard, Executive Assistantto the Commissioner.)

11:30 a. rn. - A Cooperative Program of Vocational Rehabilitationfor Deaf Students at the Florida School for the Deafand the Blind

Craig Mills, DirectorDivision of Vocational RehabilitationDepartment of Health and Rehabilitative ServicesTallahassee 9 Florida

12:00 Noon - Lunch

1:30 p. m. - Fifth Business Meeting, Dr. Ben E. Hoffmeyer, Presiding

2:30 p. rn. - Proposed Standards of Certification of Teachers ofthe Hearing Impaired

Dr. Ralph Hoag and Panel

5

6:30 p. m. - Cocktail Party, Poolside TerracePonce de Leon LodgeHosts - Board of Trustees, Florida School

for the Deaf and the Blind

7:30 p. m. - Conference Banquet, Flag ler RoomPonce de Leon Lodge

FRIDAY, April 10, 1970

8:30 a. m. - Visitation of the Florida School for the Deafand the Blind

ADJOURNMENT

6

WELCOMING ADDRESS

Dr. William J. McClure, President, Florida School for the Deaf and the Blind

President Hoffmeyer, members of the Conference of Executives,wives , friends , and guests, ever since the Conference decided tomeet in St. Augustine in 1970, we at the Florida School have hoped tomake this a memorable meeting for both the curricular and the extra-curricular activities which are possible. Almost everyone on our staffhas been involved in some way. An example is the music precedingthe opening of tonight' s session which was furnished by the Depart-ment for the Blind. Teachers and students from this department willalso be on hand for the poolside buffet on Tuesday evening and for thecocktail party on Thursday evening. The committee On special eventswill man a hospitality desk throughout the week. There ladies can findout where to have their hair done or where to find baby sitters. Groupswishing to go sightseeing, or to Jacksonville's shopping centers, andthose seeking other types of recreational activities can find help andadvice. Different committees have been working on such necessitiesas transportation, banquet, buffet, favors , publicity and exhibits. Ourteachers' asociation has been preparing for the reception which theassociation members are providing following tonight's meeting.

When we invited the Conference to meet in St. Augustine, it waswith the understanding we would work a reasonable day and leave apart for rest and recreation. Now we find Dr. Stelle and his eager pro-gram committee have provided a program that is more than full. I don'tknow which committee is responsible, but someone recognized this asa problem and arrangements have been made for more recreation timetoward the end of the week. There will be fifteen minutes more of day-light on Friday than there were today; that is, three extra holes of golffor some. Perhaps many of you will want to stay over next weekend toenjoy even longer days.

Our Board is most anxious to welcome you. The members of ourBoard of Trustees come from various places about the State. They willhost a cocktail party preceding the Conference banquet on Thursdaynight and their welcome will be extended at that time by Mr. W. Dex-ter Douglass, chairman of the Board and toastmaster of the evening.

Mr. Huffstetler, another member of the Board, has sent a sack ofFlorida oranges for everyone here. They will be distributed tomorrowmorning.

1

Mrs. Bernard Castro, also a member of our Board, is so anxiousto have those attending the meeting enjoy themselves that she hasbrought her yacht, The Southern Trail, from Fort Lauderdale to St.Augustine for this occasion. She issues a cordial invitation to allof those in attendance to visit the yacht sometime during the week.We urge you to go. The hospitality desk will arrange a time andtransportation for those who wish to take advantage of Mrs. Castro'shospitality. It is an experience that few will want to miss.

The Florida School is one of the newer residential schools from achronological standpoint, but the State of Florido has given strongsupport to some schools for the deaf for a great many years. Whenthe American School was a small, struggling institution, the federalgovernment provided a land grant in Florida to stipply much neededassistance. Henry Clay was speaker of the House at that time andhe arranged for the Kentucky School, also, to receive a part of Florida .Within the past few months the Kentucky Standard has printed copiesof the original land grant papers signed by President Adams in 1828.We in Florida will, of course, be overjoyed when the American andthe Kentucky Schools are in a position to repay this generosity.

The Florida School has enjoyed other close associations with oursister schools , including the one in my own home state of Missouri.Three of our last four presidents, Dr, Alfred Brown, Dr. ClarenceSettles, and I, have come from Fulton, Missouri, and CallawayCounty. When Dr. Albert Walker died in the late 192 O's, Dr. LaurensWalker served as our president for a few months and undoubtedlygained valuable Florida experience which helped in his long andsuccessful administration of the South Carolina School. He even methis wife in St. Augustine.

Though the 1947 meeting of the Conference of Executives in St.Augustine does not appear in the list of official meetings, it was oneof the most important ever held. At that time Dr. Craig, Dr. Boatner,Dr. Quigley, Dr. Hester, and a few others successfully re-organizedand modernized the Conference. They instituted annual rather thantriennial meetings and began an era of Conference influence and in-volvement quite contrary to the conservative isolationism of the past.From that date, 1947, the Conference has been much more active andinfluential.

Finally, I have a very selfish reason for wanting the Conferenceto meet here at this time. We have underway at the school a sizablebuilding program. Floor plans and elevations of the buildings underconstruction are on view at the back of the Flagler Room. Those who

are interested in building plans and construction can view them.Those who wish may visit the campus and see these buildingsduring the week, apart from visits to the classrooms which wehave scheduled for Friday. Other buildings are on the drawingboards. Sometime in the next ten or fifteen years I will be re-tiring, but before that I want all of my friends to return to St.Augustine to see the new buildings and hopefully, to see theeducational progress we have made. If we make you happyenough this time, perhaps you will be receptive to another in-vitation in the years to come.

RESPONSE -- United States

George H. Thompson, Nebraska Schoo:/. for the Deaf

President Hoffmeyer, Dr. and Mrs. McClure; our host Superintendent,members of the Conference of Executives and guests:

I consider it a distinct honor to be asked to assume the responsibilityof speaking in behalf of the American Schools for the Deaf, and I wel-come you here. We wish to express our alncere appreciation for yourinvitation to us to meet in Florida for .the 42nd meeting of this group.Probably none of us realize the extent of planning and preparation forsuch a meeting. Dr. Roy Ste lle and all, of his committees involved, wethank you.

I feel sure that each of us has come here with a purpose to be accom-plished, and that is of supporting a better understanding of the pro-blems existing in the area of deaf education. We will doubtless learnof varying approaches to further the achicvement and understanding sovital to each of our pupils. Surely with a conference of this kind wecan expect to broaden our perspectives. We also may learn how to dealwith some of the problems which now exist in securing the proper sup-port from federal and state funds to aid us. We will be able to lookback with 20/20 vision to the past and see our successes and failures,but as we look ahead, we may require 2200 correction because of so muchresearch in a multiplicity of programs for which funds are available.Lest we become too anxious to move in too many directions, let us re-consider our primary purpose: that of stimulating each youngster toachieve and develop to his utmost capacity in order to carry on in asociety, which each year becomes more competitive.

In closing, I would like to bring greetings from Mr. John Wallace,who for many years was Superintendent of the Florida School for theDeaf and Blind, and Mrs. Wallace. I am proud to say that he is now amember of the administrative staff at the Nebraska School for the Deaf.

10

KEYNOTE ADDRESS--THE 1970's: RETROSPECT AND PROSPECT

Dr. Robert H. Spiro, President, Jacksonville University

I am pleased to be with you tonight and honored to have been asked tobe your keynote speaker. As a professor o r history and a Universitypresident, I share many mutual goals with you. Your interests while perhapsmore specialized are concerned with educating young men and women.

I think there is no more important task in the decade of the seventies.Tonight I would like to share with you my views on the past decade and a fewpredictions on what lies ahead.

The characteristics of the sixties do nat end because we turn the calendar.The end of a year, the end of a decade, is an arbitrary mark. Only man markstime because only man knolis that time is all we have, that time is life. Animalsand plants live happily without knowing that a year has passed or that a decadehas ended. But this man-devised arbitrary division is valuable in that we areforced to evaluate the past and plan for the future. Although 1969 will notnecessarily be too different from 1970 we can join the news commentators andtake advantage of labeling a decade and hoping that a numerical differencewill make a human diffezence.

You don't have to be a sage or perceptive intellectual to draw some conclusions about the sixties. The sixties were years of assassination, confronta-tion, and mobilization. Our country lost three great leaders at the hands of'assassins. Difference of opinion moved from the conference room and the coffeeshop to the streets and campuses. We have witnessed a decade of violent confrontation. We have seen the platitudes and pat answers of the fifties challenged,knocked down, and dragged through the streets.

We have seem remarkable progress in medicine and science with heart trans-plant and space conquest foremost examples. But yet we seem to be unfulfilledby scientific progress when human problems still appear insoluble.

We no longer acknowledged the premise that poverty will always be with us.We no lorger accepted the myth that politics allows a little corruption andgovernment necessarily moves slowly and bureaucratically. We no longer acceptedthe ivory tower image of the university which persists as a dangerous myth.

A few of us rejected the importance of organized religion as a recent

Gallup poll pointed to the decline of church attendance throughout the sixties.Some of us turned more and more to escapism through the use of alcohol and drugs.We experienced an increasing interest in mysticism and astrology which some saythe young people who have rejected the religion of their parents use as a substitute.

11

As an educatr:r I found the most visible trend of' the sixties to be thestudent revolution. Thinking and responsible individuals are opposed toviolence in all its forms. But if we can salvage something f rom the contagionof campus disorders it is this: no longer will the university be isolated fromits environment. Society made demands upon the university during the lastdecade that changed the structure and philosophy of education. Curricula wererevised to become more identifiable with the needs of our society. Educatorscould no longer separate themselves from students. And this is a healthy trend.

What will the 1970's bring? Recently on CBS News, Marshall McLuhan madesome interesting observations which I would like to repeat for you. He saidthat the seventies will see more not less violence. We will see a trend oftotal involvement. Specialization will decline because of the individual'sneed for total involvement. Consequently, work will become play because whenwe are totally involved in our jobs our tasks will no longer seem like work.McLuhan said that Western society will become an Oriental society in outlook.And the Orientals will become Western. The Federal government will be de-centralized into teams just as our country has evolved into regions.

I was particularly interested in Mr. lIcLuhan's observation on total in-volvement. I think this is the one phrase which will best describe the 1970's.We will see this in our immediate environment as well as on a national scale.We will demand that our employer, our city councilman our governor, oursenator, and our President be responsive to our needs. And we will want tobecome involved witn our fellow man. Marshall McLuhan popularized tha phrase"global village" in describing the effects of mass communications upon thepeoples of the world. This has already been evident in the sixties. In theseventies it will be even more pronounced. We will see people more interestedin human welfare than national goals. In 1969 we spoke of a man's reaching themoon, not an American.

During the decade of the 1960's, the pace of life accelerated signifi-cantly. Instantaneous communication has become a reality, with the transmis-sion of radio signals available to all the nations and the reception of radiobroadcasts by inexpensive transistor radios even in remote villages in Asiaand Africa. Telstar has made live intercontinental television possible, in-cluding remarkable telecasts live from the moon. And jet air travel enablesman to move quickly ove,^ the vast oceans which formerly separator, the continents.

All of these technological developments have had a tremendous and dynamicimpact upon education, and I foresee the following dramatic developments in thedecade which we are now beginning:

1. Enrolments in American education, which now total 60 million, willcontinue to increase. All young Americans will enter elementary school. In-creasing percentages will proceed through high school and increasing numberswill enrol in higher education. There are now almost 7 million Americans,representing 50 percent of the college age group, enroled in America's collegesand universities, and in other forms of posthigh school training. By 1980the figure may reach 12 million.

2. During the latter 1960's, one new college was established each week,and the total is now approaching 2500. In my judgment, the pace of foundingthe new institutions will probably decline, but must colleges and universities

1--_,s1 2

will grow in size and complexity. There will be created a paradox: whilemany colleges will grow larger, and there will be greater use of programmedlearning and computerized instruction, the "revolution" against depersonaliza-tion will continue. New ways and means will be found to restore personalcontacts among faculty, students, and administrations. This can be done by avariety of measures, including the development of the "cluster college concept",which has been developed in the Claremont Croup in California, and elsewhere.

3. While traditional standards of' admissions will continue to prevail inmost private colleges and among state universities, increased experimentationcan be expected. In New York, for example, there is great pressure for"universal admissions," by which all high school graduates will be placed inhigher institutions of learning deemed appropriate to the aptitude of theindividual. Throughout the land "open admissions" will be the goal of somegroups, especially disadvantaged minorities, but the illogic. of' seeking toeducate all post-high school students in rigorous academic environments willpreclude the success of this plan in the better institutions.

4. I predict that the dignity of' technological and service vocations willonce again be restored to its proper place. Parents and students will beginto see the virtue of training in many dignified professions, and students betterqualified in these areas will increasingly find satisfaction in them.

5. The so-called blue collar, technological, and service fields of endeavorwill quite properly attract the interest of many.

6. Increasing emphasis will be placed upon the fine arts, not only forprofessional training but primarily for the satisfaction of human values andleisure time activities. Latent talents in music or drama, the dance, andother areas will attract increasing attention.

7. The trend towards greater concern with valuesmoral, spiritual,humanistic, and estheticwill accelerate. The entire educr.tional communitywill increasingly be concerned with values rather than in cold, objectiveanalysis. I would not be surprised to see a renewed interest in religion, inspiritual values, both old and new--if there are "new" ones!

8. Growing attention will be given to the individual, with emphasis uponhis rights. The entire fabric of society continues to move in this direction,and the university community will lead the way. Wider participation in decision-ma!<ing, in the creation of a more wholesome university environment, willcharacterize the decade which is now beginning. There will be greeter concernwith minoritiesracial and economic, national and social. I foresee greaterconcern for the deaf and others physically and mentally handicapped.

9. I foresee continued student activism. Hopefully, it will be non-violent, but there will surely be outbreaks of' violence. It is estimated thatless than 2 percent of all college students, and less than 20 percent of all.campuses, have experienced violence thus far. Hopefully, the University af3 acitadel of reasoned discussion, tolerance, and understanding, will regainuniversal a cceptance .

10. There will continue to be greater student interest in the socialsciences, and possibly less interest in the hard sciences. Professional fieldslike law, medicine, will see continued efforts at reform and greater humanization.

13

11. The traditional college curriculum will undergo further reexamina-tion and modernization. Additional experimentation with the college calendar

will, surely continue. As the nation becomes further urbanized the traditionalthreemunths summer vacation, previously devoted to family agricultural pur-suits, will be increasingly incongruous.

12. I foresee the near final resolution of racial problems and diminu-tion of discrimination based upon race,religion, and national origins.

We have entered the new decade. It promises to be exciting and produc-tive. I am optimistic about education in the 1970's, and have great faith andhope in the future of our state and nation, and the fate of mankind.

It is an honor to be with you tonight, and to serve as president ofJacksonville University. I am eager to move ahead with you in the importantwork and opportunities which lie before us in educating our young people.

4:71-1

14

THE PRESIDENT'S REPORT

Dr. Ben E. Hoffmeyer, President, Conference of Executivesof American Schools for the Deaf

The Presidentis Report, I assume is to be a progress report ofthe last two years. Gr eat changes do not happen quickly and to takefull credit for any change for the good or bad cannot be claimed by apresident of the Conference. Changes are usually discussed, plannedand implemented over several administrations.

Seeing the need for change is progress. There was a criticalneed for having the Teacher Training and Certification responsibilityshared uniformly with all organf -ations whose primary objectives areto educate deaf children. Since the Council on Education of the Deafrepresents the educators of the deaf of the United States it is thelogical umbrella under which Teacher Training and Certificationshould be functioning.

There was always a shadow of threat that other certifying organi-zations might usurp what is rightfully the responsibility of the educatorsof the deaf in the United States. Who else has a license to operate inthis field? Whoever now tries to move into this area should meet withunified national resistance from the educators of the deaf. TheConference did not weaken our voice in the Teacher Training andCertification field when we moved the responsibility to C. E. D. , butinstead amplified our voice by joining in concert to determine the pro-fessional criteria by which teachers of the deaf will be certified.

The Council on Education of the Deaf represents a large majorityof the deaf students and educators of the deaf in the United States. Thismajority is great enough that we are justified to stand tall and saystrongly that we are the right ones to set the standards for teachers inthe United States.

Dr. Ralph Hoag, Chairman of this most important Committee,needs our full cooperation. To please everyone is impossible, to createthe ideal set of standards is not possible, or even practical. We will becalled on to live with compromise and practice patience. A reasonableacceptable set of standards needs to be put into effect as soon as possiblewith the assumption that constant upgrading will be necessary.

15

When these standards are accepted by C. E. D. we should let thespecial education world know of them. Every effort should be made toget our companion organizations of ASHA and CEC to accept these astheir standards. This would then lead State Departments of Educationto accept them.

The Conference members have the greatest potential for nationalinfluence of any organization in the field. We ar e the most ecuminicalof all the organizations. Our membership includes persons of all phi-losophies of methods and types of schools. As executives we have themobility, communication facility, and influence within our states sothat in a matter of hours we can contact every Congressman, everyGovernor, and every state educational official. We have never reallyflexed our muscles and the seventies should be the decade when we moveto the front line and fight for the total welfare of the deaf.

We have also joined hands with the Convention and A. G. Bell underC. E. D. to form a united front in legislation concerning the deaf. TheCouncil on Education of the Deaf now has a legislative committee com-prised of the presidents of each organization, plus one other memberselected by the president of each organization, to provide the UnitedStates Gvernment a place to go for counsel and guidance on legislationpertaining to education of the deaf. We must see that this committee iscalled on by the Federal Agencies, and if not we must let our desires beknown to the U. S. Offic e of Education and other agencies through ourCongressmen. I feel strongly that C. E. D. should be the national advisorycouncil for the education of the deaf. Who else represents the educationof the deaf more fully?

Through the Legislative Committee of C. E. D. , and the Conference,tremendous influence can be wrought for the enrichment of education fordeaf children. We have not exercised our voice and it is about time weemploy voice building exercises. Too much legislation is being imple-mented without consultation from the educators as to its educationalsoundness, and to its implementation to the total education processes. Ifeel we are now forming a strong front that should give us confidence,since we are working shoulder to shoulder with the two other organi-zations, the Alexander Graham Bell Association for the Deaf and theConvention of Instructors of American Schools for the Deaf.

To work together does not mean we forsake our beliefs, for eachand everyone of us has the right to believe as he or she desires and stillcooperate on the larger and more significant goals for which we can workas one.

'16

To reflect the educational needs in the field of education of thedeaf the Conference must repr esent a larger majority of deaf children.To do this our membership must include more of the executive heads ofthe day schools and programs of the United States. I, therefore, urgeyou to consider greater flexibility in membership requir ements, en-courage greater involvment of day schools and programs. This does notmean that we should encourage or endorse ungraded isolated day classesthat do not have professional supervision. It means we accept wellorganized day schools and programs that do have professional supervision,as we have in the past. Today the Conference is representing approxi-mately 58% of deaf students in educational programs.

One of the great threats to sound education of deaf children iscoming through recent E tate legislation. We have witnessed in the lasttwo years a drive by State Special Education forces to establish by laweducational programs for deaf children in their communities. Some ofthese laws encompass education of the deaf from three years of agethrough high school, plus vocational training. I strongly propose thatthe Conference pass a strong resolution against isolated ungraded dayclasses that do not have full time professionally trained persons in thearea of the deaf as supervisor. I suggest this be sent to all agenciesand organizations sponsoring such legislation throughout the fifty states.We should express our concern that nationally there is enabling legis-lation being passed that is allowing unsound educational programs forthe deaf to be established. We should say loud and clear that theminimal program should be five well graded classes with full time pro.-fessional supervision. We should strongly protest the use of SpeechTherapist, Speech Pathologist, Special Education Majors, etc. , asTeachers of the Deaf, and call for Council on Education of the Deafstandards to be followed for certification.

If we r epresent fileaf children and education of the deaf, then weshould defend the deaf children from imposters. Most personnel usedin these programs are unlicen sed to work in the field and this shouldbe pointed ou.t to parents and officials.

The Vocational Committee, with Roy Parks as Chairman, hasbeen working extremely hard. Boyce Williams, Mary Switzer, WilburMills, Roy Parks, and I have used the U.S. Mail excessively, and Roywill have an encouraging progr ess report to make later in our meeting.

Bill McClure, Howard Quigley, and McCay Vernon have reallyspent time, energy, and reams of paper in bringing The Annals to whatwe all think might be new horizons of success. All of us owe them adebt of gratitude.

111

The Conference of Executives greatest achievement over the pastfew years has been in fiscal solvency. We at last have a reasonableamount of money to carry out needed projects. Dr. Howard Quigley,Executive Manager, has had much to do with this welcomed situation.

There is much work for the Conference to do. We either directthe educational programs for the deaf with vigor, or someone else willdo it for us. Others are moving in and we must see that sound edu-cational programs for the deaf pr evails.

We can point with pride to the contribution we have made; wemust search and strive for greater contributions to make.

I want to thank each of you for helping me pilot the Conferencethrough the two years I have been president.

PLANNING A NEW ERA AT GALLAUDET COLLEGE

Dr. Edward C. Merrill, Jr., President, Gallaudet College

Colleges and universities are among the heartiest ofthe many institutions developed by society to meet some ofits own vital needs. Due to a strong tradition of academicfreedom and independent financial support, more than oneinstitution has become aloof and indifferent to people andtheir needs. The pursuit of truth for the sake of truthcan be a commanding posture, one that is difficult to chal-lenge. But most of us believe that at borne time and in someway truth must come down to earth and benefit the man nextdoor.

There is a strong case for the traditions and contri-butions of higher education to society, and there is anequally strong case for an institution to examine itsproductivity and impact periodically. This is perhaps evenmore necessary for an institution which has a rich historyand which has made a significant contribution to society.

A Place in History

Gallaudet College has established itself in the historyof American education. It demonstrated that young deaf menand women can readily acquire and profit from a liberal edu-cation at the collegiate level. This evidence has had apositive influence on the education of the deaf in the UnitedStates and an even greater impact on the education of thedeaf in foreign lands. Few colleges and universities canclaim such an outstanding contribution and most will neverrival it.

The meaning of this contribution, however, is found inthe lives of over four thousand alumni who are earning agood living in professional or semi-professional work, takingan active part in community life, and for a significantnumber, providing leadership at the national level.

The heritage of Gallaudet College is people who areprepared to work against odds, who have commitment to basicvalues of the worth of all people, and who believe in thepower of education to unlock human potential.

19

A View from the Outside

In order to insure that Gallaudet College continues tomake a maximum contribution to this nation, the Board ofDirectors sought an outstanding group of persons who wouldvolunteer their time to examine the College in relation tothe needs of deaf people, the roles being performed by otherinstitutions of higher learning, and the complexities ofvalues underlying contemporary life. In March, 1969, theBoard of Directors appointed a Committee on the Role andFunction of Gallaudet College as an institution of higherlearning for the deaf. The Committee consisted of nineoutstanding persons (see Appendix A) who represent variouspoints of view and different backgrounds. They werecharged with examining the College as it now exists andmaking recommendations concerning important goals andpriorities toward which the College should strive duringthe next five to ten years. In preparation for its task,the Committee solicited responses from the students, thefaculty, the alumni, and directors of schools for the deaf.

In January, 1970, the Committee presented a tentativedraft of its recommendations to the students and faculty fortheir reactions. In addition, it requested four groups toreview the tentative recommendations. Careful considerationwas given the recommendations by the National Advisory Com-mittee on Education of the Deaf, the Board of Directors ofthe Council of Organizations Serving the Deaf, the Councilon Education of the Deaf, and the Board of Directors of theGallaudet College Alumni Association.

Recommendations of the Committee are now undergoingrevision on the basis of the many suggestions made by thevarious groups. The recommendations will be presented tothe Board of Directors for their consideration on May 18,1970. If the Board accepts the recommendations, the facultyand the administration of Gallaudet College will have a manT,date for change and development for the next few years.

Goals in a Modern Context

The report of the Committee on Role and Function whichgoes to the Board of Directors on May 18, will not beginwith recommendations. It will begin with a careful con-sideration of the "changing educational scene." Studentactivism, technological advances, shifts in public policy,new curriculum concepts, changes in attitudes toward educa-tion, a more organized teaching profession, and a deeperunderstanding of the necessity for education have ushered in

20

a totally different environment in which colleges anduniversities function. In modern parlance, we might saythat colleges and universities are now playing in a newball game.

It is too early to share with you the recommendationsof the Committee concerning newer goals and directions forGallaudet College. It is safe to say, however, that thenew goals will probably reflect a broader mission for theCollege. If the final report contains the same thrust asthe draft, Gallaudet College will continue to feature aliberal arts program, but this program will be more flexi-ble, will be more relevant to the issues facing modernsociety, will be more realistic in view of employment op-portunities and will be more interesting to the studentwho is pursuing it. The College will also be asked toestablish goals which will meet a broader range of the needsof deaf people and of hearing and deaf people who wish todevelop important professional skills.

The recommendations of the Committee will, therefore,be expressed in a modern context. They will be characterizedby their realism and their challenge to the College. Hope-fully, the most important implication of the new goals willbe the opportunities which they foretell for deaf people.Not only will they open more doors for Gallaudet Collegestudents, but they will give new aspirations to the under-employed deaf adult. Not only will these goals require moreeffort and an improved performance in teaching and learning,but they will also offer new rewards for deserving people.

Internal Restructuring and Involvement

Those recommendations of theCommittee on Role andFunction of Gallaudet College which are accepted by theBoard of Directors, will necessitate careful planning bythe faculty, staff, and administration of the College.There will be a definite "tooling up" period. During thistime the College will reorganize itself in order to come togrips with the challenges of the recommendations. Planningon how to implement the recommendations will be done duringthe summer of 1970. The faculty will begin the 1970-71year by considering proposals for restructuring the College.Changes in structure will be recommended on a sequentialbasis so that a gradual evolution of structure can be under-taken in order to launch programs and responsibilities.It is important also not to develop a "super structure"which is not needed and which serves little purpose.

As the new structure evolves, a definite effort will bemade to involve both students and faculty in appropriateroles so that they can give direction to changes and sharea greater responsibility for the development of an outstand-ing college.. Such involvement can be justified on thealtruistic basis of the rights of students and of faculty toparticipate. They will also be involved in order to capital-ize on the ingenufty, creativity, and the power which theyrepresent. A college or a university can only reach forgreatness when every person accepts the challenge and strivesto improve the institution. Basically, as a new structurefor Gallaudet College evolves, it will be a structure inwhich there will be maximum involvement by students, faculty,alumni, and other groups who can make a contribution to thesuccess of the College. Such a structure could shift con-siderably the traditional roles of administrators and facultymembers within the college structure. Next year, specificillustrations of how this structure is evolving will beavailable.

Reassessment of Resources

Each college or university has three basic resources:people, money, and things. Gallaudet College has alreadyinitiated a careful examination of how it is using its mostprecious resource: people. The data processing center isproviding a careful listing of all teaching assignments andexpressing these as "credit hours produced." The Dean hasproduced a study entitled "Productivity of the GallaudetCollege Faculty." This very thorough study describes a loadof a faculty member in contact hours. It accounts for thewide range of responsibilities and activities undertaken byall faculty members. It is most impressive in its scope andthoroughness. The Price Waterhouse Company has conducted athorough study of all non-faculty positions on the campus.This study has provided much clearer job descriptions, wageand salary projections, and recommendations for improvingthese vital supporting services.

A careful assessment is also being conducted on howfunds are used at Gallaudet College. Budgets have beenreorganized to show exactly where funds are invested in aca,demic programs. In this manner the actual cost of programscan be determined and evaluated in view of the goals of theCollege. This assessment shows clearly that GallaudetCollege desperately needs a higher level of funding in orderto provide a bona fide liberal arts education for deaf stu-dents. The pupil expenditure of the College is no greaterthan the expenditure of some pre-college programs for thedeaf. It is less than half the per pupil expenditure at the

67"1 22

National Technical Institute for the Deaf for the fiscalyear 1970. Increased funding is essential in order toretain and attract qualified instructors, reward instructorscommensurate with salaries being received in other colleges,provide supporting services (counseling, placement, andhealth) to students, and to implement the exciting challengeswhich will be recommended by the Committee on the Role andFunction of Gallaudet College.

The physical plant and equipment of Gallaudet Collegehas shown remarkable growth and development over the pastten years. It has come too slowly and enrollments have out-run facilities. The most pressing need is the completionof the third dormitory so that preparatory students can bemoved from College Hall into a safe and desirable livingenvironment. A fourth dormitory will be needed in orderto accommodate any expansion of enrollment and a learningcenter and health facility will be needed within the nextfive years. As older facilities are made available, theycan be used for some programs which will be recommended bythe Committee on Role and Function of Gallaudet College.This will prevent a delay in implementing some of theservice programs which are recommended.

As Gallaudet College functions in a high cost era,endeavors to initiate significant improvements in instruc-tion, desires to accommodate still other young deaf people,and seeks to broaden its role, it faces a need for more re-sources than any other decade in its history. The Collegeis now seeking a very broad base of support so that theseresources will be forthcoming.

The New Era: Shape and Substance

By the opening of the 1970-71 school year, the Reportof the Committee on Role and Function of Gallaudet College,entilid A New Era for Gallaudet College, should be avail-able to each of you. It will recommend that GallaudetCollege become more of a multi-purpose institution. It willrecommend that it become a comprehensive center on deafness.In this center a variety of activities will occur. Excel-lence in teaching will be demonstrated from preschool throughgraduate programs. A broader range of services and adultprograms'will be offered. Gallaudet will become both aresearch center and a conference center.

Beyond these programs which will be available, the NewEra may be marked more definitely by a climate of opennessand a willingness for cooperation and collaboration.Gallaudet College would like increasingly to become the

23

catalyst which brings about new progress in education ofthe deaf at all levels by working with you and with theinstitutions which you represent.

As many of you are alumni of Gallaudet College andas each of you is interested in Gallaudet College foryour students, I should be happy to respond to questionswhich you may wish to raise at this time. I prefer thatyou not be timid. I welcome any questions and I will en-deavor to answer objectively. It is quite possible,however, that I might not have a specific answer at thistime. If that is the case I will endeavor to write toyou about it.

Appendix A

Members of the Committee on Role and Function ofGallaudet College appointed by the Board of Directorsin March, 1969:

Miss Mary E. Switzer, ChairmanVice President, World Rehabilitation Fund

Dr. Herman E. Spivey, Vice ChairmanProfessor of English, College of Liberal ArtsUniversity of Florida

Mr. Mervin D. GarretsonExecutive DirectorCouncil of Organizations Serving the Deaf

Dr, Ben E. Hoffmeyer, SuperintendentNorth Carolina School for the Deaf

Dr. John Marvel, PresidentAdam State College

Dr. Clarence D. O'ConnorFormer Superintendent, Lexington School for the Deaf

Dr. Jerome Schein, DeanSchool of EducationUniversity of Cincinnati

Dr. S. Richard Silverman, DirectorCentral Institute for the Deaf

Judge Homer ThornberryFifth Circuit, United States Court of Appeals

-**--24

THE ST. PAUL TECHNICAL VOCATIONAL INSTITUTE'S

TECHNICAL VOCATIONAL PROGRAM FOR DEAF STUDENTS

Robert R. Lauritsen, Director, St. Paul Area Technical Vocational Institute,Technical Vocational Program for Deaf Students, with Gerhard W. Nelson

The St. Paul Technical Vocational Institute is one ofthe three federally funded programs designated to providepost-secondary technical-vocational training for deafstudents. This five-year project is funded jointly by theSocial Rehabilitation Services and the Office of Education,both of the Department of Health, Education, and Welfare.The other two programs, together with St. Paul, comprisingthe "Triangle Schools," are the Delgado Junior College, NewOrleans, Louisiana, and the Seattle Community College, Seattle,Washington.

The basic responsibilities of these three institutionsare:

To demonstrate the feasibility of using an existingtechnical vocational institute customarily servinghearing students to serve graduates of secondaryprograms for deaf students and those deaf students whohave for some reason terminated their education priorto the successful completion of a secondary program;and to evaluate this demonstration as it progresses, insuch a way that the feedback from the evaluation can beused to maximize its impact--both as a training plan fordeaf people and as a demonstration for the establishmentof similar programs elsewhere.

The hypothesis which the St. Paul Technical VocationalInstitute (TVI) is exploring in depth is:

The deaf person can more easily reach his optimumpotential if given adequate technical or vocationaltraining in specialized areas using multivariate mediain an existing facility and as a result be employed ata level commensurat2 with his ability.

THE ST. PAUL TECHNICAL VOCATIONAL nSTITUTE

The city of b. Paul has provided Lochnical-vocationaloducation for 47 years. In 1966, the St. Paul TechnicalVocational Institute (TVI) movea into its 1:'nesent building,a five story building with 391,600 s(luare fot oF space (over9 acres) on ri site of 21 o.cros. Peplacemnt cost For TVT in1970 would surpasi $16,000,000 in 1:.rw3 or hu1.161ng anCtequipment. Daytinlo enrollment of post-secondary stud:mtsexcees 1700 students. An additional 6,500 adults pursue

01,1",

25

continuing education in the evening school. There are 161teachinc stations with over 100 full-time day faculty, and450 evening faculty.

Because flexibility and adaptability are essentialcharacteristics of technical-vocational education, programsof study offered are:

a. Short and intensive, to meet specific but limitedneeds for job entrance or job promotion.

b. Extensive, in terms of content and time, to meetthe needs of beginning or experienced workers forjobs demanding a high degree of skilled and technicalknowledge.

c. Broad, in terms of technical content, with emphasison complementary subject matter including communications,science, mathematics, drafting, occupational processand practices, and human relationships.

There are four major divisions of training at tha St. PaulTechnical Vocational Institute comprising 39 areas of train-ing. These four divisions are the Trade-Industrial Program,the Technical Program, the Business and Distributive Program,and the Health and Service Program.

The course offerings at the St. Paul Technical VocationalInstitute are constantly scrutinized by advisory committeesto insure continuing responsiveness to the needs of thecommunity. Over-all flexibility of the Institute permitstimely and rapid additions, modifications and deletions ofcourse offerings to insure the attainment of the basicobjectives of the Institute.

The St. Paul Technical Vocational Institute is thelargest and most comprehensive of Minnesota's 28 area-technical-vocational facilities. Totally, these 28 facilitiesrepresent over 300 areas of technical-vocational training.Housed within the St. Paul Technical Vocational Institute isthe Special Education Media Instruction Center (SEMIC) whichhas the direct responsibility for providing speCial educationand media services in the city of St. Paul.

There is a commonality of the training available at the3t. Paul Technical Vocational Institute, and the other 27area-technical-vocational centers in the state of Minnesota,as compared to other sectors of the United States. Thiscommonality is evident when a comparision of Minnesota'scourse offerings are made with course offerings of institutes

26

of similiar purpose in the United States.

THE TECHNICAL VOCATIONAL PROGRAM FOR DEAF STUDENTS

The Technical Vocational Program for Deaf Studentsfunctions as an integral part of the Institute at large. Asof April 1, 1970, the Program for Deaf Students staffconsisted of: a Coordinator, an Assistant Coordinator, twocounselors, three instructors, five full-time interpreters,four part-time interpreters, two secretaries, and selectedtutorial staff. The selected tutorial staff consists ofthree distinct groups of people who have developed sufficientinterest and/or communication skills to serve the projectpurposes. These groups are: 1. Outstanding regular (hearing)students at TVI, 2. Members of the regular TVI instructionalstaff, and 3. Selected hearing and deaf persons from thelocal professional and business commlinity.

Initial projections for the first year of technical-vocational training of deaf students, which began on September6, 1969, called for an enrollment of 20-25 students. However,the demand for this type of training, and the general positiveand overwhelming acceptance of the Technical VocationalProgram for Deaf Students by St. Paul TVI, made it possibleto accept fifty-six students during the first three quarters(Fall, Winter, and Spring).

Basic demographic data on these fifty-six students isas follows:

SEX

Male - 35Female - 21

Total 56

FORMER EDUCATIONAL SYSTEMS

Residential School Graduates - 39Public Day School Graduates 9

Private School Graduates 5

Integrated Class Graduates 3

27

YEAR GRADUATED FROM HIGH SCHOOL

1969 35 1966 - 21968 - 9 1965 - 11967 - 7 1963 - 2

AVERAGE AGE

20 years

PREVIOUS POST-SECONDARY EDUCATION

7 students (12.6%) attended Gallaudet College.Time spent at Gallaudet College ranged from a fewmonths to 21/2 years. Additionally, several studentsreceived short-term training at private trainingfacilities that do not provide special supportiveservices for the deaf student.

GEOGRAPHIC LOCATION, HOME STATES

Canada - 1 Nebraska - 3Connecticut - 1 New Jersey - 1Iowa - 3 North Dakota - 6Kansas - 1 Oklahoma - 1Massachusetts - 1 Pennsylvania - 3Michigan - 3 South Dakota - 6Minnesota - 25 Wyoming - 1

HOUSING (Note: St. Paul, New Orleans, and Seattle dodormitory facilities.)not provide

Home 12Relatives 2Group Apartments 30Individual Apartments 2

Supervised Clubs 10

READING SCORES

Gates Reading Test, Comprehension Scale for the Initial40 Students Enrolled in the Preparatory Program

Gates Students Gates Students Gates Students Gates Students3.1 1 4.3 4 5.3 2 6.5 2

3.3 1 4.8 4 5.6 2 7.2 4

3.8 2 5.0 1 5.8 1 7.4 3

4.0 1 5.2 3 6.2 4 8.2 2

4.2 1 12.0 1

28

MATHEMATICS PROFICIENCY

These same students took a Diagnostic MathematicsTest which is administered to all entering TVI students.The test measures knowledge of addition, subtlaction,fractions, decimals, multiplication, division, per-centages, and square roots. There are 25 items on thetest. Competence is accepted by scoring 16 or moreon the test. Of the 40 Preparatory students, eightstudents "tested out," and were able to move directlyinto algebra. The remaining students began requiredcourses* leading up to Algebra I. These coursesconsist of fractions and decimals, linear measurement,powers and roots, area, volume, and ratio and pro-portion.

There are five identifable special supportive servicesavailable to deaf students at St. Paul TVI. They are:

1. The Preparatory Program2. Interpreting Services3. Counseling Services4. Note-taking Services5. Tutoring Services

Additionally, social, recreational, and organizationalneeds of deaf students are met in part through the TVID(Technical Vocational Institute for the Deaf) Association.Athletics are provided for in intra-shop, intra-muralcompetition, and through the local community activities.Religious programs are available through community resources.

THE PREPARATORY PROGRAM

The majority of deaf students entering TVI for the firsttime are admitted into the Preparatory Program. Studentsmay matriculate one, two, or three quarters in the PreparatoryProgram. Upon completion of the Preparatory Program deafstudents matriculate in one of TVI's 39 major areas oftraining.

per week for the quarter, with the exception of vocationalexploration which meets two hours daily. Wherever practical,

may suggest needed instruction in checking accounts, apartment

Staff. Also appropriate resource persons from the communityare utilized. Each class meets one hour per day, five days

the students themselves are urged to cooperate in actualplanning for course material. As an example, new students

The Preparatory Program courses are taught by Project

29

lease arrangements, income, income tax, and so forth. Theseitems, and others, became incorporated into the curriculum.

The basic courses of the Preparatory Program are:

1. Personal Management - a basic course in managementof pe:rsonal problems. Its function is to teach useof personal finances and provide an opportunity fordiscussion of daily living activities. Majordivisions ,Df content are: a. Checking accountsand paychecks, b. Budgeting, c. Credit, d. Loansand savings, e. Social Security and taxes, f. In-surance for life and property, g. Grooming andhealth, h. Leisure time, i. Self-image, personality,and interaction with others, and j. Laws for you.

2. Reading - stresses the improvement of reading skills,vocabulary enlargement, improvement of comprehension,retention, speed and development of specific studyskills.

3. English - this course is designed to providestudents the opportunity to focus' upon needs insentence structure, grammar, and vocabulary. Studentsare encouraged to develop communication skillsused in everyday living, as well as in major areasof training.

4. Mathematics - instruction of basic math skills withemphasis on fractions, decimals, linear measurement,powers and roots, area, volume, ratio and proportion.Special attention given to individual's needs,ernphasizing the technical-vocational trainingobjective.

5. Vocational Exploration - provides meaningfulexperiences through classroom study, temporary shopassignments, and industrial tours illustrating therole of TVI graduates in the world of work. Theseexperiences are utilized in making a realisticchoice of a course of study suited to the interestsand capabilities of each student.

In addition to the basic core courses of fered in thePreparatory Program, several important optional courses areoffered. The optional courses include:

1. Courses in manual communication for students lackingadequate oral or manual communication skills.

30

2, Auditory training/speech therapy. As of April 1,1970, the majority of students had been screenedfor continuing needs in auditory training andspeech therapy by professional staff of the St. PaulPublic Schools, Special Education Section. Whenthe screening is complete, a formal program ofauditory training and/or speech therapy will beprovided for all deaf students in need of suchservices.

3. Physical Education. TVI has an active intershopintra-mural program. Deaf students participate inthis program. All Preparatory students arescheduled for swimming twice weekly, on an optionalbasis, in the Olympic size pool.

4. Specialized Tutoring. All Preparatory studentshave several forms of tutoring available to them atall times. First, all students may receive specialassistance in their core class assignments by theProject Staf. f. Secondly, students with specialneeds for meeting entrance needs of Regular Coursesmay receive individualized tutoring services.

Interpreting ServicesInterpreting services are an integral part of the

Technical Vocational Program for Deaf Students. The primaryreceipients of interpreting services are deaf students enrolledin regular training programs . Interpreting services are alsoavailable to Preparatory students as needed, particularly inVocational Exploration.

The role and function of the Interpreter can not, andmust not, be under-emphasized. The Interpreter is "manythings to many people;" for example:

1. The liason between the regular instructors and thedeaf student (s) . Regular instructors, highlyskilled in their area of competence, tend to relyon the interpreter as a second instructor or as ateacher aide.

2. The deaf student(s) tends to look upon the interpreteras the instructor, or as a teacher aide.

3. The interpreter tends to serve as the "buffer", theintermediary, and the mediator between the hearingstudents, the instructor, and the deaf student(s) .

31

4. The interpreter is the main link in providing dailyfeed-back information between the deaf student (s)and the Project Staff.

The interpreter can be the major liason between theRegular Instructional Staff and the Deaf Project Staff. Theinterpreter is called upon regularly to answer a variety ofbroad-based questions on deaf-education-rehabilitation, andspecifically, pertinent questions on individual deaf student(s) .

To date, it is subjectively agreed that the Interpreteris a "less than perfect" substitute for the regular instructor.Stated another way, the interpreter can not interpret everythought, every idea, or every nuance of the regularinstructor to the deaf student. Yet in light of presentknowledge, there appears to be no substitute for theinterpreter at the post-secondary level of education in theintegrated setting.

The interpreter, in addition to being highly skilled inmanual communication, must also be knowledgable in a varietyof vocational-technical areas of training. As an example, aninterpreter's schedule at TVI might find one interpreterworking in the following areas in one school day; ProductionArt, Chemical Technology, Physics Metallurgy, and IndustrialAdministration. Another interpreter might follow a scheduleof; Graphic Arts, Carpentry, Welding, Personal Dynamics , andCommunications.

A fine line exists between the interpreter as a "pure"interpreter or a combination interpreter-tutor. The fineline is compounded when considering the language handicap ofdeafness.

Counseling

Counseling is the all pervasive service designed tobenefit deaf students at TVI. Counseling services during thePreparatory Program have particular emphasis on the selectionof a technical-vocational training objective. The primerequisite for completion of the Preparatory Program is theselection of a program of training and demonstrated abilityto compete. Consequently, educational/vocational counselingat TVI is very goal directed.

Regular deaf students at TVI have counseling servicesavailable to them. Frequently, the regular deaf studentneeds moral support for his venture of studying in an almosttotally integrated setting. In certain cases, program

'n es 32

modification is required, and frequently this modificationis possible.

All deaf students have available to them counselingof a personal-social nature. Housing arrangements alsoare a concern of the counseling staff.

Tutoring and Note-taking

Frequently, deaf students in Regular Programs can benefitfrom special tutoring by Project Staff, exceptional hearingstudents, regular faculty members or selected communityresource personnel. The use of tutors has been agressivelypursued and subjectively appears to be an importantdeterminant of training success.

Note-taking services are another category of supportiveservices. These services are performed by hearing studentswho are following the same course of study as deaf students.Volunteers are provided with special notebooks featuringself-carbonized note paper. This particular activity hasproven to be of assistance to the deaf student.

DEAF STUDENTS ENROLLED IN REGULAR PROGRAMS

As of April 1, 1970, 37 deaf students were (or had)matriculated in 14 major areas of study at TVI. Theseareas are:

Apparel ArtsAuto BodyCarpentryChemical TechnologyCosmetologyDesign TechnologyFood Management

General Office PracticeGraphic ArtsMedical Laboratory AssistantMachine Tool ProcessesProduction ArtTraffic TransportationWelding

As regular students, the deaf students attend classes withhearing students. Average class size at TVI is 19 students.Typically, to date, there are on the average 2 or 3 deafstudents attending class with hearing students in each ofthe 14 areas of training listed.

The regular deaf students utilize to the largest extentthe educational supportive services of interpreting, andnote-taking.

33

IN-SERVICE TRAINING FOR THE REGULAR TVI STAFF

AND STUDENT BODY

In-service training has been pursu(-:d for the administration,regular faculty, and hearing student body on a formal andinformal basis.

The Project Staff made a formal presentation to theAdministration and Faculty prior to the beginning of thepresent academic year. This presentation consisted of arationale for a Program for Deaf Students, the means ofimplementation of the Program, an explanation of role andfunction of the Project Staff, and background information onDeafness and Education of the Deaf.

Courses in the manual alphabet and sign language havebeen offered to the Administration, Faculty and SupportStaff of TVI. Over 70% of the personnel have takenadvantage of these classes.

Courses in the manual alphabet and sign language havebeen offered to the hearing students at TVI. Eighty studentshave completed the course to date.

A number of faculty and students were not able to attendclasses, but nonetheless, became very proficient in manualcommunication through their own devices. The PhysicalEducation instructor fits this category and has acquiredsufficient skill to teach self-contained classes of deafstudents in swimming. Several students have acquiredsufficient communication skills so that chey are conductingtheir own sign language classes.

Informally, in-service training has been a continuousprocess. Numerous faculty and students discuss "deafness"with the Project Staff on a regular basis.

Sign language books, and manual alphabet cards are madeavailable continuously to any interested faculty mothersand students. As of April 1, 1970, over 1000 sign languagebooks and 2000 manual alphabet cards have been distributed.

SUMMARY AND A LOOK TO THE FUTURE

The St. Paul Technical Vocational Institute is providingtechnical-vocational education for post-secondary age deafstudents. This special program for deaf students began inSeptember, 1969. During the first three quarters 56 deaf

34

111

students, averaging 20 years of age, have been enrolled.These students have come from 13 states and Canada. Themajority of students begin their studies in the PreparatoryProgram. As of April 1, 1970, 37 deaf students have beenenrolled in 14 Major areas of training. All deaf studentsreceive special supportive services including interpreting,note-taking, tutoring, and counseling. The academic back-grounds of the students show variance from relatively lowreading and grade achievement levels to persons with twosuccessful years of college experiences. During the firstyear of activity the Technical Vocational Program for DeafStudents has received positive acceptance by the regularstaff and student body of TVI.

A definite attempt has been made during the initial yearof operation to provide post-secondary technical-vocationaltraining for deaf students possessing varying academicbackgrounds and achievement levels. The Project will attemptto continue this trend. Continued emphasis will be placedon educational-vocational-social counseling and thedocumentation of these efforts. Beginning June 1, 1970,deaf students will begin to graduate in larger numbers fromTVI, which will necessitate an active job placement program.

Development of media appropriate to emerging PreparatoryProgram curriculums has received heavy attention. Languagedevelopment appropriate to tecimical-vocational educationhas received, and will continue to receive, major attention.Vocabulary lists are evolving out of regular classroomsunder direction of the Interpreters. These word lists arebeing, and will continue to be, incorporated into thePreparatory Program. The goals and objectives of the Projectremain unaltered, and continued efforts will be placed onproving the basic hypothesis.

NTID: ITS CURRENT STATUS

Dr. Robert Frisina, Director, National Technical Institute for the Deaf

May I first express my appreciation for this opportunity to sharewith you information regarding NTID. All of you have a deep andabiding responsibility in this enterprise and I look forward to the dis-cussion which is to follow this presentation.

All of you are knowledgeable about the events that led to the estab-lishment of NTID; many of you were instrumental in bringing NTID intobeing. Today marks the third opportunity to discuss with your member-ship its growth and development and its current status.

By all intents of Public Law 89-36, NTID is to be a multipurposeinstitute for the deaf; as such it provides maximum flexibility in cur-ricula and encourages all such originality, imagination, and innova-tion as will satisfy high levels of aspiration of deaf students . To dothis, the plans and operations of NTID are based on the premises thatNTID must be a responsible pioneer in the technical training of deafpeople generally and that job placement of the deaf cannot be solvedwith yesterday's standard. The program now underway and all futureprogramming will incorporate the most recent thinking in educationalpractices and technology.

As well as the fundamental purpose of being an education and train-ing center for deaf students, NTID is also a service center to prepareits students for successful job placement and community living; it func-tions as a training and practicum center to assist in developing pro-fessional manpower to serve the deaf; and an essential purpose of NTIDis to function as a research and demonstration center to improve theeducation of the deaf in general.

Special faculty and personnel are provided for such educational sup-port services as interpreting, tutoring, and notetaking services and forsuch additional support services as speech, hearing , and language ser-vices, counseling and guidance; and placement.

31

Much has already been done and continues to be done for 1) se-lecting personnel; 2) developing education and training programs;3) developing instructional materials; 4) providing interpreting, tutor-ing and notetaking services; 5) refining audiology, speech path-ology, and language services; 6) recruiting new students; 7) helpingstudents with career program selection; 8) developing counseling ser-vices; 9) facilitating integration of deaf with hearing students; 1 0)recruiting deaf students; 11) pursuing applied research; and 12)disseminating information.

In September, 1968 a pilot group of 7 0 students entered NTID asthe first phase of its interim program. In September, 19 69 the numberof deaf students was increased by nearly 400% to a maximum of 275.This number will be advanced to 315 in September, 1970. In addition,manpower related training will increase to 182 in FY71.

The students who entered NTID were selected on the basis of theirconsidered potential but unpreparedness for successfully completing astudy program. The vast majority have been taking basic and preparatoryprograms in English, reading, mathematics, and scierr;e to get ready foradvanced study in some technical field. Others embarked upon short-term programs designed for semi-professional education in engineeringand business technologies (e.g. , architectural draf ting, machine tooloperation, mechanical drafting , office practice, and bookkeeping).Still others cross-registered into study programs at the sponsoring insti-tution (RIT) which are designed for semi-professional and professionaleducation in the sciences, business, photography, graphic arts, and otherapplied arts.

All of the basic and preparatory programs and all the short-term pro-grams for technical/vocational education and training are new programs.These were designed during the academic year 19 68-69 and the summer of19 69 for initiation in September of 1969. Plans for additional short-termprograms u business , computer, and medical technologies have been undercontinued development since the spring of 1969. Some of these will beinitiated in the fall of 1970. All new programs will be evaluated carefullyand will be revised and refined as necessary to meet the special education-al needs of the deaf students who enter NTID.

Considerable progress has been made in the development of compre-hensive educational technology. Computer assisted instruction is beingdesigned to aid students primarily in their preparatory and remedialwork; the potential use of instructional television is under exploration;and instructional materials, including programmed learning materials ,

off 38

which have special emphasis on the visual communication so essentialfor the deaf are being produced and collected for use.

Tutoring services have been and continue to be provided to all stu-dents . In addition, for courses into which students cross-register,interpreers or professors are provided from the NTID faculty and staffand notetake rs are provided by hearing students.

All students have been receiving hearing and speech services pro-vided by staff audiologists and speech pathologists. The students re-ceive periodic hearing tests, hearing-aid evaluations, and rehabilita-tive attention designed to improve their speech production, speech-reading , and utilization of residual hearing.

For the purpose of student recruitment , close working relationshipshave been maintained with schools for the deaf, state departments ofeducation and vocational rehabilitation, and other organizations. Manyschools and agencies are visited by NTID personnel in an effort to clari-fy the NTID programs and to provide opportunity for interviewing pro-spective students.

For those students who require it, opportunity is provided to samplethe many technical education programs available at NTID and elsewhere.Each such student is then helped to seleCt a program that fits his interest,his career objectives , and his abilities.

All students require counseling services for personal and social de-velopment. These services include individual and group counseling andpsychological evaluation. In addition, in the fall of 1969 a formal class-room counseling program was initiated in which concepts of mentalhealth, interpersonal relations and group interaction were presented toall deaf students.

Cocurricular education specialists are required in order to enhancethe personal, social, and cultural development of deaf students in theintegrated environment by helping them to become interested and toparticipate successfully along with hearing students in such activitiesas physical education, housing, health, recreation, and student ac-tivities.

During the spring of 1969 the training division provided training forRIT faculty, new NTID staff, and secretaries for optimum communicationwith the deaf. An intensive eight-week, full-time Summer Institute for50 new NTID faculty and staff was offered in July and August by NTID

39

training personnel in an effort to get them ready to handle the deaf stu-dents who would enter the programs in September, .1969. In addition, adoctoral candidate from the University of Michigan served as an internand six RIT non-deaf undergraduates were given nine weeks of intensivetraining for becoming translators for deaf students Residence hall ad-visors were oriented during September.

For purposes of research, the longitudinal study of deaf and hearingstudents at RIT initiated in September, 19 68 has been continued throughthe second year and expanded to include new students. The perceptionof RIT faculty and students regarding the deaf, deafness, and educationof the deaf has been reassessed; and in-depth investigations of deafstudents in both academic and social settings have been initiated. Re-search activities related primarily to the emerging multipurpose functionsof the Institute and to its national usefulness.

As this year of activity progresses, continued emphasis will begiven to the planning of additional study programs for deaf studentswhich correlate with both their needs and the job demands by industry;to continue to develop arrangements with industry to provide coopera-tive education as part of work study programs for the deaf; to continuestudy of the use of computer technology in the development of cur-ricula; to continue to study the potential use of instructional television;to further develop tutorial and interpreter services; to refine further theaudiology speech pathology, and language training programs; to continuethe orientation of additional faculty, staff,, and students regarding deaf-ness; to continue development of the necessary job placement pro-gram; and to further evaluate the needs of deaf students in the areasof career development and personal and social adjustment.

Funds for construction of facilities for the National Technical Insti-tute for the Deaf (NTID) were authorized in 1965 by Public Law 89-3 6 .

Since that time, in the fiscal years preceding FY71, a total of$1,9 6 4,000 has been appropriated for NTID construction planning andsite acquisition and development purposes . An additional $16,136, 0 00is being requested in FY71 for construction of the buildings .

Final constructiOn documents will be forwarded to the Departmentof Health, Education, and Welfare on April 15, 1970 by Rochester Insti-tute of Technology. Milestones in the planning process included:

40

February 19 68 Architects and engineers contract completedby the Department, Rochester Institute ofTechnology, and the architectural firm of HughStubbins and Associates .

September 1968 - Approval by DHEW of concept studies for con-struction.

Schematic design phase completed and approved.

Site investigation stage completed.

February 19 69

March 19 69

July 1969 Preliminary drawings and specifications andfurther probable construction costs approved byDHEW.

September 1969 - Land in the amount of 24. 2 6 acres allocated forNTID construction.

February 19 70 - DHEW authorized Rochester Institute of Technologyto complete working drawings and bidding documentsfor final approval by DI1EW.

April 1970 Final working drawings and bidding documents tobe forwarded to DHEW by RIT.

The NTID facilities will be built on the new 1300 acre campus ofthe Rochester Institute of Technology (RIT), chosen in 1966 to serve asthe sponsoring institution for NTID. The site for the NTID buildings hasbeen acquired. NTID facilities will be given a prominent location onelevated ground just north of the newly constructed residence hall com-plex of RIT. This location was selected not only to give special visi-bility to NTID facilities but also to help foster social integration of deafstudents with their hearing peers so as to promote personal and socialdevelopment necessary for successful employment and community partici-pation.

The academic complex building has an area of 209,7 0 0 gross squarefeet. It will be a square structure with three floors on the perimeter andtwo floors in the middle, above ground and with no basement. This facil-ity will house:

(1) for instructional purposes: 1 8 classrooms; 12 laboratories andshops; 13 seminar/conference rooms; 9 0 faculty, staff, and cleri-cal offices; 2 special areas (computer assisted instruction and in-structional resources); 18 support areas (such as projection booths ,

observation booths, and storage rooms), and a library for instruc-tional programs and special instructional support services devisedspecifically for deaf students;

(2) for speech and hearing services: 14 staff,, therapist, and clericaloffices; 22 therapy and testing rooms; 1 0 special facilities (such assound rooms and listening stations); 8 observation rooms; 4 storagerooms; 3 acoustical laboratories for calibration, maintenance, re-search; 1 classroom and 1 conference room;

(3) for student development purposes: 29 staff, counselor, and cleri-cal offices; 2 seminar rooms; 2 A.V. storage rooms; and 1 testingroom for student development activities including program sampling,program selection, evaluation, counseling, guidance services, andjob placement .

(4) for special training programs: 6 faculty and clerical offices; 1 class-room and 1 storage room; (see residence hall for other related areas);

(5) for the purposes of research: 14 staff and clerical offices; 3 labora-tories (graphics research, experimental self instruction, and statis-tical); 1 observation room; 1 conference room; and 1 testing room;

(6) for administration: director's office and support facilities (meet-ing room, projection booth, reception/waiting room , clerical poolarea , and supply room);

(7) for a multi-purpose auditorium-theater: an auditorium; a rehearsalroom; a costume room; a workshop, a control room, and dressingrooms and associated offices.

The residence hall with an area of 205,8 8 3 gross square feet willconsist of three rectangular wings; one with two floors above ground, asecond with three floors above ground, and the third with twelve floorsabove grou.td. All wings have basements. This facility is planned toaccommodate a total of 74 7 deaf students. It will contain two each of thefollowing: a head-resident apartment, control office, student lounge, recre-ation area, projects area, laundry, and baggage storage . All students willshare a common area for linen exchange and dry cleaning. Living quarterswill contain 359 double rooms, 29 single rooms, and 3 2 resident advisors'

42 /11

rooms . Special facilities include 16 study areas , 6 seminar rooms ,and 6 training interns' offices .

The dining hall-commons will be an area of 3 1 ,300 gross squarefeet . It will be a rectangular building with two floors above groundand one below. This facility is intended to serve deaf students as anabbreviated NTID student union as well as a dining hall. Toward thatend it will contain a lounge and mailroom. The dining area is designedfor a 475 seat capacity to accommodate students , faculty, and staff ofthe Institute in two sittings. The remainder of the building consists ofa kitchen and food preparation area, dishwashing area, receiving andloading dock , freezer and dry storage area, trash room, and dietician'soffic e .

Throughout these facilities consideration is given to control of out-side sounds, rc verberation of sound inside rooms , unwanted vibration,and lighting conditions essential to successful participation by deafstudents. Such control will be achieved with construction which will in-volve reinforced concrete, soundproofing , air conditioning , solid-coredoors , and replicated walls where appropriate. These facilities are de-signed to provide an effective training environment for deaf studentswhich will result in the development of personal, social, and technicalskills necessary to obtain gainful employment.

During the Conference this week you will have the opportunity touse firsthand the Vistaphones which are now in use on a research anddemonstration basis at NTID. During your stay it would be greatlyappreciated if you would take the opportunity to use this telephone systemthat has great usefulness for deaf people , and give your reactions torepresentatives from the Stromberg-Carls-on Corporation regarding its poten-tial value and uses you may have for it in your educational and related pro-grams.

In closing let me say that we are attempting to keep you in closetouch with NTID by way of personal contacts such as this , through newsreleases, periodicals , by letters and most importantly through the directcommunications with you concerning students from your programs who haveenrolled at NTID. We welcome these close ties and encourage your coun-sel in order that NTID effectively meet the challenges presented by deaf-ness . This is particularly important to us in view of the rapidly-pacedsociety in which all of us enthusiastically participate.

REPORT OF PROGRESS, CURRENT ACTIVITIES, AND PLANS FOR THE ANNUAL

SURVEY OF HEARING IMPAIRED CHILDREN AND YOUTH

Augustine Gentile, Director, Office of Demographic Studies, Gallaudet Collegewith Sal Di Francesca

In previous reports to this group, we have talked about the future ob-jectives and plans for the Annual Survey of Hearing Impaired Childrenand Youth. As the Survey completes its second year of operations, wenow can talk about some modest accomplishments. However, before we dis-cuss the current activities of the program, a brief review of the originand background of the project might be useful to some of you.

The Annual Survey was formally established in May, 1968 and is conductedby the Office of Demographic Studies of Gallaudet College. The opera-tional feasibility and methodologies of the program were determinedduring two preceding years of pilot and developmental work in a five statearea. The Division of Research, Bureau of Education for the Handicapped,Office of Education, Department of Health, Education and Welfare, initiatedthe Annual Survey and provides most of the funding. It took root, however,from the efforts of many organizations and individuals :En the field whosaw through the years, a need for a central and permanent crganization forthe collection of statistics on deafness.

The purposes and scope of the Survey may be stated as follows: it isestablished as a permanent program to collect, process and disseminatedate on the full range of characteristics of hearing impaired childrenfrom birth through college age in the United States. The objectives arebroad enough to include the collection of data on the resources andservices available to hearing impaired children and youth.

Well adhered to professional policies and principles underly the opera-tions of the Annual Survey. To reach the entire target population, theSurvey must collect data from all programs providing educational servicesto hearing impaired students. Each of these programs are equally impor-tant; none of them can be excluded. This office will publish statisticalabstracts of the data and encourage independent institutions and individ-uals to use the data in meaningful research. Within limits of confiden-tiality, equal access to the data will be given to all interested andcompetent researchers.

The participating programs can be assured that all information collectedfrom them will be kept in absolute confidence. Student identificationmay be established by code numbers known only to the reporting sources.Each school receives in return, data on its own students. No informationpermitting identification of any school or group of schools will bereleased for any purpose.

Accuracy and quality of all data collected are of underlying concern andimportance. The program is committed to expending substantial parts ofits resources in data evaluation procedures to enhance the reliabilityand validity of collected data and to describe any of its limitations.

45

t":ei

Finally, but of foremost importance, policies and strategies of theAnnual Survey are determined by a committee representing all a: :as ofservices to hearing impaired individuals. This committee is called theAdvisory Committee to the Annual Survey of Hearing Impaired Children andYouth. Its membership has broad width and depth in technical and execu-tive expertise. In addition, a full range of consultants are called uponfor advice and direction as special situations occur. A fertile sourceof suggestions and comments come from discussions with teachers, audiolo-gists, psychologists and others who work directly with hearing impairedstudents. To be effective the program must assist these persons insolving problems they struggle with day after day.

DATA COLLECTION ACTIVITIES

The target population of the Annual Survey is the entire population ofindividuals in the United States, through college age, who are hearingimpaired. In consideration of the resources of the program and the dif-ferent operational procedures necessary to reach the various componentsof the target population, this universe of students has been divided intothree groups as follows:

Gvoup A - Hearing impaired individuals who are receivingspecial educational services related to theirhearing loss.

Group B - Individuals who have been diagnosed as being hearingimpaired but who are not receiving any specialeducational services.

Group C - Individuals in the population who in fact arehearing impaired but whose hearing loss has notbeen diagnosed at a given point in time.

1968-69 SCHOOL YEAR DATA COLLECTION

During the first year, data collection activities were directed at stu-dents enrolled in educational programs for the hearing impaired (Group A).All schools for the deaf and representative sample (15 percent) of allspecial classes were asked to participate in the program. In addition,records on students who were receiving itinerant services were obtainedin total from two states and in part from several states. In all, 25,363individual records were collected. This represents nearly 80 percent ofthe total enrollment of all institutions invited to participate. Thekinds of information collected and plans for publication of the data arediscussed later.

Last year also, pilot studies were initiated to gather data on school ageindividuals identified as having a hearing loss but who are not enrolledin special educational programs (Group B). These studies, implemented inPhiladelphia and Boston, are helping to crystallize the operationaltechniques necessary for large scale data collection on this group.

46

1-7.1

The Survey, at present, has made no operational commitments for gatheringdata on those individuals in the population at large who are hearing impaired but have never been so diagnosed (Group C). A review is beingmade of other data collection programs now planned or in progress. Ifthe need for information on this population is being met, the Survey maydefer data collection activities for this group.

During the first year of the program, an academic achievement testingprogram also was conducted. Over 12,000 Stanford Achievement Tests wereadministered. The Annual Survey supplied testing materials and scoringservices free of charge to participating programs. Achievement testscores for hearing impaired students based on the results of that testingprogram were published and distributed in the Fall of 1969. In addition,each participating school received distribution of achievement test scoresbased on the performance of their own students. Specific information regarding methodologies and content of the achievement testing program canbe found in the publication by the Annual Survey entitled AcademicAchievement Test Performance of Hearing Impaired Students: United States,Sprin& 1969. Current plans regarding reliability and validity studies ofthe achievement testing data, future national testing programs, and additional publications of the achievement testing data are given in a laterportion of this presentation.

1969-70 SCHOOL YEAR DATA COLLECTIONenv,.

During the current year, the Annual Survey extended its cove,:.age. Effortsare being made to reach students in all of the special classes for thehearing impaired as well as in all the schools. Base line data similarto that collected last year are being gathered for all new students.More detailed information and follow-up data are being collected on students for whom records were obtained during the 1968-69 school year.From best available estimates, there are approximately 44,000 students inthis country receiving special educational services due to their hearingloss. Present projections are that the Annual Survey will obtain educationally relevant information on 35,000 or 85 percent of these students,by the termination of this academic year.

THE ACHIEVEMENT TESTING PROGRAM

The achievement testing program conducted by this office during the1968-69 school year generated more interest and enthusiasm than had beenanticipated. kademic achievement is no light concern for the schooladministrators, teachers, or anyone else involved in educational programming. They want and need valid and reliable achievement tests. Thesepeople have expressed some discontent with the present assessment andthe lack of standardization procedures for their employment.

There is no doubt that some benefit can be obtained from the skillfulapplication of achievement tests, traditionally used and designed fornormal hearing students, to hearing impaired students. The Annual Surveyused the Stanford Achievement Tests last year as these are the ones mostfrequently administered in schools and classes for the hearing impaired.The achievement testing program was not repeated this academic year as

41

time was spent on research with the data on hand. It will be repeated

in the Spring of 1971. At that time, all educational programs for thehearing impaired in the country will be invited to join the program.The Annual Survey will supply all test materials and scoring services.The programs will be asked, however, to comply with certain standardizedprocedures for administering the tests. It is expected that 26,000 tests

will be administered to hearing impaired students. The results will be

most useful for educational research and test validation purposes.

As part of any data collection methodology, resources must be expendedfor the development of standard measuring instruments. Therefore, an im-

portant activity this year has been the analysis of the 12,000 achievementtest protocols obtained in 1969. From this analysis, some long acceptedbits of armchair knowledge became empirical knowledge. Standardized ad-

ministration procedures designed for this population must be developed.There is no doubt that a score a student obtains on an academic achieve-ment test can be somewhat determined by the battery level that is givento him and the procedures used during that administration. Much varia-bility in deciding these matters occurs from school to school. This is

a confounding factor in interpreting test scores on individual students,as well as normative data. One more point needs to be made. Becausethese tests are reliable and valid for public school students, an accept-able reliability and validity cannot be assumed for our population. This

must be empirically determined.

Two matters of emphasis emerge then for the Annual Survey. They are thedevelopment of standardized procedures for administration of achievementtests to hearing impaired students, and thorough investigation into thereliability and validity of existing achievement tests used with thesestudents. The approach to settling these issues has been guided by con-sultation with the publishers of the Stanford Tests and with many testingexperts both inside and outside the field of testing with the hearingimpaired.

An important problem in standardizing procedures is the determination ofthe most appropriate battery level (e.g., Primary II, Intermediate I,etc.) to administer to a student. An extensive survey of the schools andclasses indicated that many different criteria are being used. The stu-dent's age, nuinber of years of education, estimated academic level, andhis grade placement are some of them. Our data analysis indicates thatthe battery level should be chosen on the basis of the student's readingcomprehension level.

This office is working on the development of a reading comprehensionscreening test to be given to the student beforehand. His score on thispre-test will be the best indicator of what test battery level he shouldbe given. This pre-test may be given on a class basis and will requireapproximately 20 minutes of the teacher's time for administration. It

need only be done once or at least at infrequent intervals. Later bat-tery selections for the student can be guided by his preceding achieve-ment test scores. The importance of standardizing battery selection cri-teria cannot be minimized. Lack of guidelines for the teacher to deter-mine what battery level a student should get certainly has a depressingeffect on the reliability and validity of the test results.

48),

The communication variable in administering the test has emerged ascritical. Some sub-tests of the Stanford Tests are designed to beadministered by spoken or verbal directions. The test reliabilityproblems this presents for our population needs no delineation hereexcept to say that academic achievement tests should measure academicachievement and not one's ability to read manual signs or lip andmouth confignrations. We are experimenting with possibilities of min-imizing examiner and communication variables by giving the studentswritten directions on a separate sheet or using overhead projectors totransmit these directions.

There appear to be wide differences among students in their preparednessfor taking the test and in their ability to cope with the test format.We must be sure that all students equally and adequately understand howto take the test and what they are supposed to do, and are familiar withthe different procedures for giving test answers. This office is nowworking on the development of a set of practice materials, includingsample question and answer formats. These practice sets will have theeffect of standardizing test orientation for all students and assure thepsychometrician that the students are fully prepared for test taking.

It is believed that standardization of procedures will enhance greatlythe reliability and validity of the Stanford Tests. The Annual Surveyis developing these procedures and planning experiments to determinetheir effectiveness. Ultimately this office will obtain better academicachievement information for research purposes. The standardizationguidelines and materials will be provided in time for the Spring of 1971Achievement Testing Program. Also to be developed and distributed areteacher guides for interpreting and using achievement test scores.

Achievement Test Reliability Studies: The Survey is committed to evalu-ating the quality of all data it collects. Therefore, investigations ofthe reliability of the Stanford Test for use with hearing impaired stu-dents are now underway. Such studies have never been conducted beforedespite widespread use of these tests in our schools. The most effectivemethod of test reliability determination will be used, that of test-retestreliability; i.e., administering two equivalent forms of the same test,to the same student, within a short time period. A statistical correla-tion of his two test results will give a good indication of the consistency,dependability, or stability of the test instrument. A comparison of thestudent's rank order in this group from test to test will also providereliability information. If a great deal of fluctuation in test scoresis found, and they appear to be effected significantly by factors otherthan the student's true academic level, then the tests should not beused in the present form. Approximately 200 students will be tested andretested for each test battery. The students will represent the varioustypes of educational programs for the hearing impaired. The test admin-istrators for this investigation will be trained and provided by theAnnual Survey. The standardization procedures referred to above will beused. It is now felt that the mechanics of this study can be worked out,and the standardization materials developed so that the study can beconducted during the Fall of 1970.

49

Test validity is no less an issue than is reliability. Certainly theacademic curriculae in our schools are specialized and appear to varyfrom school to school. Examination of the item analysis of the 12,000test protocols obtained from hearing impaired students is laying thefoundation for validity studies. More detailed plans concerning thedetermination of test validity will be presented at a later date.

The Annual Survey is not committed solely to the use and experimentationwith the Stanford Tests. Other standard achievement tests will be evalu-ated and those that are most applicable will be determined. If none ofthe existing tests are satisfactory, this office will promote the devel-opment of achievement tests that are reliable and valid for use withstudents in schools and classes for the hearing impaired.

DISTRIBUTION OF DATA AND PROGRAM SERVICES

The most significant matter regarding this program is its rapidly ex-panding base of statistical data. The processing of this informationshould hold wide implications and benefits for educational and otherservices to the hearing impaired. Maximum use must be derived from thisdata. Towards this goal, the program actively encourages research andwill make data available to independent investigators. Master theses,doctoral dissertations, institutional level research programs, andprivate studies are solicited.

The Office of Demographic Studies has already distributed a publicationbased on data from the Achievement Testing Program. It includedachievement test scores by student age, hearing threshold level, andtest battery. Use of this data appears widespread. Three more publi-cations are in final preparation. The next one should be released inApril 1970 and later ones in intervals of three weeks to a month. Dis-tributions and cross tabulations of the following variables will bepresented in two of these publications: age, sex, better ear average,age of onset, age began education, total years of education, type ofeducational program, size of educational facility, and additional handi-eapping conditions. The third publication will present the academicachievement test item analyses based on the performance of 12,000 hearingimpaired students. Other publications are in lesser stages of preparation.The Annual Survey plans to produce six major publications per year, notincluding those done by independent researchers using Annual Survey data.

Each participating program is also to receive a computerized distributionof the characteristics of their own students. Participating programsalso may obtain a set of punch cards containing the information submittedon each student. The Annual Survey Office also is available to provideconsultation and other special services to a particular school or schoolsystem that is interested in gathering and processing data on their stu-dents. For the first time, a vast body of statistical information onthe hearhng impaired is becoming available for research and planningpurposes.

50

Participation in the Survey has led many institutions to examine theircurrent forms and record keeping procedures. This has led to requeststhat the Survey develop a uniform record form for keeping studentinformation. Development of such a form is now underway but the workrequires extensive consultation and feedback from the various types ofschool programs across the land. Draft copies of the form will be

shown to you today. The finalized record form should be available foruse on an experimental basis in the 1970-71 school year.

The initial success of the program can be measured only in terms of thelevels of participation and interest expressed by many individuals. Theultimate success will be measured not in terms of the volume of datathat will be collected and published, but in terms of its contributionsto improving educational and other opportunities for hearing impairedchildren and youth. In this regard, it appears that, thanks to you,progress is being made.

r".

51

MEETING THE PROBLEMS OF MULTIPLY HANDICAPPED CHILDREN

IN THE NEW YORK CITY PUBLIC SCHOOLS

Dr. John D. Harrington, Principal, School for Language and Hearing ImpairedChildren, New York City Board of Education

This report proposes to describe briefly the following approaci-,is

to meeting the needs of multiply handicapped children in the New York

City public school system:

1. The School for Language and Hearing Impaired Children

2. A Title VI-A Program for Emotionally Disturbed Languagf,and Hearing Impaired Children

3. A Special Rubella Pre-School Project

4. A Title III Center for NUltiply Handicapped Children

1. School for Language and Hearing Impaired Children

The School for Language and Hearing Impaired anildren is presentlya large complex of program for deaf, hard of hearing and "aphasic"children. With the advent of a new Bureau for Hearing HandicappedChildren possibly in the fall of 1970, existing program for deaf infants,the program for deaf students in regular high schools and the city-wideprogram for hard of hearing children will be administered directly bythe Bureau. The School for Language and Hearing Impaired Children willthen consist of three school units for the education of language andhearing impaired pupils (heretofore described as "aphasic" children).

The headquartem unib is located at 78 Street and York Avenue inthe borough of Manhattan. Other school units have been established inBrooklyn (100 children) and Queens (40 children) within regular elemen-tary schools. The program at these units is essentially similar exceptfor the fact that the 78th Street building is the location of the pro-gram for those students over fifteen ywas of age.

What is the nature of the pupil population? I would describe thepupils as falling into the following broad categories influenced tovarying degrees by environmental, cultural, lingual (40% of the childrencome from Spanish speaking or bilingual homes) and individual psycho-social-emotional factors:

Categories - Language and Hearing Impaired Children

1. Children with normal or near normal peripheral hearing manifestingserious expressive language impairment related to:

1.1 Central nervous system factors1.2 Developmental etiologies.

2. Children with mild, marginal, moderate and possibly evensevere peripheral hearing losses who although they receivelanguage input through the auditory channel with or withoutamplification have not developed language competency consist-ent with their age and experience. Among the several hypo-thetical causes for the resultant language impairment mightbe:

2.1 central nervous system disorder2.2 limited therapeutic approaches

2.2.1 late start with or inappropriate schooling2.2.2 lack of effective amplificatory support2.2.3 limited verbal experience or training2.2.4 bilingual confusion2.2.5 personal-social-environmental deprivation

2.3 poor or undeveloped bdnavior habits2 .4 receptive language dysfunction of organic origin

3. Children with severe peripheral hearing losses for whom ampli-fication does not provide sufficient auditory input for thedevelopment of language and whose language levelopment appearsnob to be commensurate with that of deaf 0 _Wren of comparableage and ability. The causes of this poor language developmentother than the hearing problem are undoubtedly multiple and,again, might include:

3.1 central nervous system factors

3.2 poor or deprived verbal experience

3.3 bilingual confusion

3.4 limited ability to attend or to control inhildtions

3.5 organic receptive language dysfunction

3.6 educational approaches that do not operate diagnostically

(I would like to point out here that we believe that this lattergroup (Group 3) is best educated in a school or class for thedeaf. Methods of teaching the deaf should be modified to meetthe special needs observed in educational diagnosis. The methodsused in teaching groups (1) and (2) utilize the auditory channelas limited or uneven but functional for training with or withoutamplification.)

It would be assumed that the following factors had been ruled outby the intake screening team: dysarthria, mental retardation (A testscore below 75 is acceptable if the examiner indicates that the poten-tial is higher since low verbal scores have depressed the results orthat organicity has introduced uneven subtest scores.) and primaryemotional disturbance.

The program is based upon skillful educational diagnosis by theteachers and is eclectic in methodology. After evaluating the followingchannels and areas of learning, the teachers plan programs using approvedmethods chosen from the rostrum of avallable approaches in each area oflearning:

5517"'CA

DIAGNOSTIC EVALUATION OF THE LANGUAGE IMPAIRED CHILD:A BASIS FOR INSTRUCTIONAL PLANNING TO MEET NEEDS

1. Review records

2. Informal observation

3. Analysis of receptive channels3.1 Auditory

3.1.1 Degree of loss3.1.2 Use of amplification

3.1.3 General auditory responsiveness (auditory decoding)3.1.3.1 Sounds heard3.1.3.2 Sound detection3.1.3.3 Sound discrimination3.1.3.4 Auditory vocal memory and sequence

3.2 Visual3.2.1

3.2.23.2.33.2.4

3.2.5

AcuityPerceptionDecodingVisuo-motor functioning, coordination3.2.4.1 Association 3.2.4.2 SequenceLipreading

4. Psycho-motor evaluation

4.1 Body image 4.5 Speech musculature4.2 Spatial relationships 4.6 Auditory - vocal association4.3 Figure-ground 4.7 Use of gestures4.4 Laterality

S. Psycho-social adjustment5.1 Self-concept 5.3 Responsiveness to classmates5.2 Responsiveness to the teacher 5.4 Responsiveness to routines

6. Language6.1 Inner language - use of common objects6.2 Receptive language

6.2.1 Response to directions, commands6.2.1.1 Verbal (words, phrases, sentences)6.2.1.2 Non-verbal (gestures, etc.)

6.2.2 Response to language instruction6.2.2.1 Structured lessons6.2.2.2 Unstructured language opportunities

6.2.3 Evaluation of reasons for non-responsiveness6.2.3.1 Environmental, home, family6.2.3.2 Visual input (lipreading)6.2.3.3 Auditory imperception?6.2.3.4 Emotional6.2.3.5 Intellectual (I.Q.)

6.3 Expressive language6.3.1 Oral

6.3.1.1 Simple imitation6.3.1.2 Naming (nouns, single words)6.3.1.3 Sentences (type, number)

6.3.2 Written6.3.2.1 Pictorial, drawing, pointing6.3.2.2 Dictation, recording6.3.2.3 Original composition -56

Among the essentials are small classes (7), supportive supervision,a wholesome teaching-learning environment, ongoing pupil guidance andskillful, creative teachers who are relatively free, under consultation,to explore and teach diagnostically.

We would like to emphasize here that although many specialmethodologies might be used in the school, no single special methodis emphasized or featured. A second emphasis would be to cautioneducators not to think of any grouping or etiological classificationas homogenous. Above all, we see language and heaxing impairedchildren as extremely heterogeneous with reference to etiology andpathology. Finally, we urge that peripheral hearing recetve con-siderable attention in the analysis of disorders and the selectionof educational therapies for language and hearing impaired children.

The School for Language and Hearing Impaired Children beganoperation in September, 1961, with a small core of "aphasic" classeswhich had been developed by Hrs. Hortense Barry. By September, 1970,47 classes will be functioning in the three major centers providingtraining in communication, personal-social growth and development,and basic school learnings for 350 children who are not deaf, per se,nor hard of hearing (only), nor Strauss Syndrome brain impaired,per se. rgerious language exists as well as Strauss Syndrome factors.)

The biggest area of success is in contadning and educatingchildren that others feel are difficult to teach. Personal-socialgrowth and development of the children is excellent and takes placeat a surprising rate. Language and communication growth is notedby a majority of the parents and by the agencies who originallyreferred the children. School subject learning progresses at a ratethat is satisfactory to most of the parents and staff, but we wouldnot claim universal normal or near-normal levels of achievement onstandardized tests. We have begun to succeed in placing graduatesof the program successfully in high school prograns in the City,and a recent Vocational Educational Amendments Act grant has per-mitted the opening of an all-day work-study program for those leavingthe program at 17 or 18 who need direct assistance in obtaining andkeeping meaningful adult employment.

51

After several months of individual therapy, group sessions

were initiated. Bus transportation was pravided for a three-day a

week program of psycho-social development through structured groepplay experience of which perhaps the most outstanding was the musictherapy period which was another hospital-provided service.

The project continued for a second year with some minor

modifications. During this period, the nursery was open to theprofessional public as a sharing opportunity. In June 1968 the pro-ject, as such, was culminated, and the children were referred toappropriate educational agencies for placement. It was felt that theObjecLive of the project had been fulfilledto demonstrate thatchildren with multiple impairments secondary to rubella could be educ-ated in a creative group setting. A recent report indicates thatalmost, all of the children have been enrolled in an appropriate

cdueational facility.

N.Y.U. Medical Center had supplied to the project an arrayof psychiatric, neurological, and pediatric services in what amountedto a psycho-educational approach to early intervention and education.The "rubella" crisis had passed somewhat, but it seemed unwise todismantle a program which had proven its value in combining professionalassessment and educational programing.

Consequently, the program has now been re-oriented as anursery for multiply-handicapped pre-school children of ay. etiology,nnd may be blended into the project which will now be briefly describedin conclusion.

2. Program for Emotionally- Disturbed Lanfame and Hearing ImpairedChildren CriOe VI-A)

Among the youngest ianguage and hearing impaired children inthe program just described are a proportion (about 10%) who manifesta behavior or emotional reaction to their communication problems. Theynet out, become disinhibited or negative, withdraw or find it difficultto adjust to c]assroom structure and instruction. Oocasionally thisreacLon beeemes so severe Lhat it precludes the application of ed-ucational therapies to reduce Lhe communication barrier and in someinstances n:Tessitates the removal of the child from the language pro-grem which they need so crucially.

In September of 1969 a small pilot project set out to attemptto help ten young children with emotional disturbance secondary to aprimary language impairment. The approach is simple but is based uponexperience and observation of the success and failures of the past. Itconsisted of the following:

58C.%)

1. A resource teacher, one with special feeling for disturbedchildren and a talent for developing intmrior and externalstructure in young children. This teacher serves as a personal-social or behavior therapist for the project children on acontinuing basis. She works either on a one-to-one basis or,at times, side-by-side with the child in his classroom. Theresource teacher also serves as a consultant to the teachersof the classes in which the project children are enrolled.

2. Special psychological, psychiatric and social, work serviceswere purchased to make recommendations in a team approach toameliorate the emotional problems of the children. The resourceteacher implemented each indicated therapeutic regime in herown work and interpreted the regime for the classroom teachersof the project children. She served the team as a specialistin the relationship of the communications problem to the suggestedtherapy.

3. A longer-range plan of care will be developed towards the con-clusion of the experiment and will be based upon the findings ofthe project experience. It is the plan to either assist thechild' s agency in further carrying out the program or to seekan agency which will conduct the recouunended program in thefuture while the school continues its educational-communicationalinstruction.

The program, now in its seventh month, has proven quite successful.One measure, albeit subjective, is the satisfaction in the project asexpressed by the professionals involved and the professionals affected--the classroom teachers. More indicative, however, is the fact that allof the ten project children, selected as high rislcs for potential sus-pension from school attendance, have been enabled to remain in the ed-ucational program of the school on a full-time basis. Anecdotal recordsalso indicate significant growth and development in both behavior controland meaningful participation in school activities.

3. Ajpecial Rubella" Pre-School Project

Dr. Louis Z. Cooper of the N.Y.U. Medical Center hs !;onl,ri-buted signi.ficantly to a multi-faceted evaluation of the effects ofmaternal rubella upon children after the 1.964=65 epidemic. Over 500

volunteer cases were studied and a comprehensive r,,3port delivered

to the public 1.ndicating a wide spectrum of findings drawn fromophthalmolou, otolou, psychiatry, neuru-pediology and other imdi cal

sciences.

Although placement was not an objective of the N.Y.U. Rubella

Birth Defect Evaluation Project, Dr. Cooper's offices remained aware of

59

school placement and related prcblems as part of their social workfunc tion. In the spring of 1967 Dr. Cooper asked the School for LanguageHearing Impaired Children to set up a nursery school at N.Y.U. Medical

Center for 17 multiply-handicapped children between the ages of three andfour who had suffered the effects of viral rubella and who had not beenaccepted by school programs beeause of the multiplicity of their disa-bilities. Their impairments were as follows:

Communication disorder 17impai rant 10

Psychomotor retardation 16lle art problem 6Pu tism 3Cerebral pa] iy-spastici by 6

After an intensi ve parf2;lt-education program children were

broni;ht to the nursery on an individual basis for one-hour sessions.

Three teachers were as3.1::;ned: a trained and experienced teacherof pre-school deaf children; a (vr: .;) teacher of visually-limitedchiLircn; and a teacher experienc, t in the teaching of children withemotional. disturbances. The teachers worked simultaneously on a one-to-onebasis; they continued to work with rne same children so that they wouldcome to know them thoroughly. Through.dialogue, showing, doing, andinter-disciplinary exchange, the 1;eachers trained, inspired and motivatedeach other. They w?re ably assis by aides and other assigned hospital.specialists. The aides contributed significantly in the complex processesof toilet training and teaching the children how to eat and in parentinstruction related to these crucial areas.

It took months beCore the children began to respond to thisstructured environment. Attention was given to manipulation ofmaterials) physi cal therapy, eye-hand coordination, audi tory traininggames, inner language, gesture, self-control, eye contact and vocali-zation. 1,^7tere appropriate, hearing aids and special glasses were pro-vi.ded in me plan to make the children more aware of the world andthemselv . 91ere needed, medical and surgical services were supplied.

Cor Philtiple-Handicapped Children (Title III)

The New York City Board of Education ITts an array of bureaus con-ducting programs for handicapped children of all exceptionalities. Eachbureau not only meets the needs of a primary disability but in many casesalso meets the problems of double handicaps. Thus, the Bureau for Visually

Handicapped (Thildren conducts programs for blind, visually-limited,retarded-blind and blind-emotionally disturbed children; and the School

for the Deaf (JHS-h7-14) conducts a program for retarded-deaf childrenand is cnrrently conducting an excellent experimental Title VI project

Cor ypical deaf children.

60

Nevertheless, until we special educators "broaden our categories"somewhat, some children simply do not seem to fit into the programs thathave been established.

To overcome this phenomenon the Office of Special Education andPupil Personnel Services of the New York City Board of Education establisheda Multiple-Handicapped Committee composed of a number of related disciplinesand progi..ams. This CommiLtee has been hearing "cases" for several yearsnow, and has been making recommendations and arrangements for the trialplacement of multiply handicapped children either in an existing facilityor in an experimental pre-placement setting with special provisions tohelp assure success towards meaningful school participation. From thesepreliminary activities and experiences, a larger plan has evolved and hasbeen funded as a Title III project under the Elementary and SecondaryEducation Act.

A Center for Multiple Handicapped Children, to be located at 100East 107th Street, New York, New York, will have a staff of teachers,clinical and medical personnel as well as para-professionals and willoffer an optimal educational program and coordinated supportive servicesto severely handicapped children from pre-kindergarten through older levels.

The Center will be able to handle 128 multiple-handicapped childrenfor whom there is no single suitable educational program within existingor planned special educational facilities or for whom the primary educationalneeds is not clearly determinable. Children of all levels of intelligencewill be acceptable.

Included in the plan are: intensive service classes, permanentplacement classes, intensive individualized remediation, rehabilitationservices, and prescriptive teaching.

As it approaches its opening in September of 1970, it is satisfyingto realize the multiplicity of problems and obstacles that have been overcomein the planning and initiation of this Center, and it is a source of inspira-tion to reflect upon the number, variety and complexity of social, educa-tional, health, rehabilitative, clinical, parent and community organizationsthat have blended their e.Cforts in the accomplishment of this importantpioneer endeavor.

I am honored by and grateful for the opportunity you haveafforded me to report to you on the development of programs to meet theneeds of multiply handicapped children in the City of New York.

Thank you.

61

THE MODIFICATION OF SPEECH BEHAVIOR IN THE SPEECH OF THE DEAF

Dr. Anthony Holbrook and Gladys H. Crawford, Florida State University, Tallahassee

This afternoon we should like to tell you about the development ofa system of teaching machines designed to modify certain aspects of speechbehavior. Initially our goal was to modify vocal frequency and intensity inconnected speech; so we called the apparatus FLORIDA which was an acronymfor Frequency Lowering or Raising Intensity Determining Apparatus. In thisinstance the name actually described the function of the apparatus ratherwell, for the machine did indeed raise or lower vocal frequency while con-trolling excessive intensity. As we came to understand the potential ofspeech teaching machines better, we found that we could manipulate othercharacteristics of speech behavior. For example, our second machinecontrolled hypernasality in connected speech. The next step was to turnour attention to the control of speech sound production. To accomplish thistask, we made the apparatus selectively sensitive to the frequency regionsof energy that determine specific speech sounds.

The FLORIDA system of speech teaching machines has been designedto operate within the framework of an operant conditioning paradigm. Fund-amentally, it may be said that our behavior is governed by its consequences.Operants, or acts, which are reinforced tend to occur more frequently.Operants which are not reinforced tend to decrease in frequency. One ofthe problems that we face in attempting to apply the principles of rein-forcement of speech behavior in the flow of connected speech is that it isdifficult to reinforce a specific vocal operant without interrupting the on-going nature of speech. Additionally, behavior is modified most rapidlywhen reinforcement is associated inunediately with the behavior which isbeing modified. Obviously, to achieve rapid change in vocal behavior, ourapparatus had to have the capability of detecting a specific vocalbehavior in the context of connected speech and to immediately reinforcethat behavior.

Our first machine, described by Holbrook and Meador (1969) con-trolled vocal frequency and intensity in connected speech. Essentially,this machine consisted of a microphone, an amplifier, a variable electronicfilter, , and a voice actuated relay which operated a white light and a stopclock. If the variable electronic filter were adjusted to pass a band offrequencies appropriate to the age and sex of the subject, the fundamental

03

.to

vocal frequency energy could pass through the filter and activate therelay. The relay, in turn, presented a white light within the subject'speriphery of vision signalling him that he was on target. Simultaneouswith the light, the electric stop-clock was energized. Thus the experi-menter was able to determine and record the duration of on-target responsesper trial period. The white light was paired with social reinforcement; soit was an effective reinforcer. In the event that the subject spoke tooloudly, the unfiltered speech energy activated a second relay that turned ona red light in the subject's periphery of vision and turned off the whitelight and stop clock. Consequently, the apparatus was capable of reinforc-ing appropriate fundamental vocal frequency while controlling excessiveintensity. Roll (1968) used this device to modify vocal frequency withyoung normally speaking adults. Her subjects were required to change theirmodal fundamental vocal frequency from a normal level to an abnormal level.For example a male subject with a habitual fundamental vocal frequency of125 Hz was modified to 175 Hz during the experimental period. A femalesubject with a fundamental vocal frequency of 215 Hz prior to the experi-ment was modified during the experimental period to 175 Hz. Since the vocalfrequencies to which these subjects were conditioned were not reinforcedsocially all of the subjects returned to normal voice usage following theexperimental manipulation. Individuals with functional voice disorderswere studied next by Roll (1969) in an effort to modify their vocal fre-quency toward more appropriate levels. In one instance a young malesubject had a habitual fundamental vocal frequency of 210 Hz. At the endof the experimental period he was speaking at the modal value of 110 Hz. Afollowup measurement was made 8 months after the experimental period, andthis subject was maintaining a fundamental frequency mode of 130 Hz. Of

more immediate interest is the application of this apparatus and methodologyto the speech of the deaf.

During the summer of 1968, we studied the modification of vocalfrequancy and intensity in the speech of the deaf. In this study fouradult deaf subjects, three female and one male, were conditioned fromabnormal to normal vocal frequency levels. During a seven week experimentalperiod the male subject was modified from a very high level of 260 Hz downto a very appropriate 130 Hz. One of the female subjects started theexperiment with a fundamental vocal frequency mode of 470 Hz. This levelwas conditioned to a new level of 210 Hz during the relatively briefexperimental period. The other two female subjects were modified from 300Hz down to 225 Hz. Three months after the experimental training period,the subjects were studied to determine what changes, if any, had transpiredfollowing the training period. Two of the subjects had maintained theirconditioned pitch level, and two of the subjects had returned to levelsabout mid-way between their pre-experimental and their conditioned pitchlevel. It seems evident that when precise contingency management is appliedto vocal operants, rapid and extensive behavioral ehange may be accomplished.

64

The success of these experiments stimulated an interest instudying. the conditionability of hyper-nasal speech responses . In orderto accomplish the goal of modification of nasal responses, a transducerwas developed that could detect hyper-nasal emissions of both the voicedand voiceless type. The function of this appaiatus was similar to thatwhich controlled the fundamental vocal frequency. That is, a white lightwas presented contingent upon oral and de-nasal responses, while a redlight indicated punishment as time out from reinforcement for hyper-nasalemissions. Thus the subjects were aware that positive reinforcement wasavailable only when the white light was activated. A microphone was usedto activate the targe.t relay which led to positive reinforcement (the whitelight). A transducer was taped to the subject's nose. Upon nasalemissions, the transducer activated the punishment circuit (the red light).The nasal transducer was nothing more than a phonograph cartridge with aweighted needle. Obviously when the tissues of the nose were set intovibration, as a result of nasal resonance, the inertia of the phonographneedle caused° a voltage to be developed within the phonograph cartridgewhich was then amplified and thus closed the punishment relay.

During the summer of 1969 three adult deaf female subjects wereselected for experimentation on the basis of obvious hyper-nasality inconnected speech. The subjects were instructed to read an experimentalpassage which contained no nasal sounds. During the baseline trials, twostop clocks were used in the system to accumulate the responses made by thesubject. One stop clock accumulated the duration of oral and non nasalresponses during a three minute trial period. The other stop clockaccumulated the duration of hyper-nasal responses which were made by thesubjects. As before, activation of the hypernasal clock de-activated theoral clock. In function, normrdly non-nasal speech would not trigger thenasal clock to any significant degree. However, hyper-nasal responseswould cause the nasal clock to run as long as the subject maintained hyper-nasal resonance. Following the baseline trials in which the subject wasunaware of his performance, the conditioning trials were started. At thistime, the subject was told that a white light meant that he was performingwell. On the other hand, a red light meant that he was doing somethingwrong. He should try to keep the red light off and the white light on. No

other instructions were given the subject. The conditioning trials werethen started with the result that subject #1 whose oral and nasal durationseach averaged 48 seconds per trial during baseline trials, increased heroral durations per trial to an average of over 90 seconds while her nasaldurations dropped to an average of 4 seconds per trial. Following stabiliz-ation of the conditioned response, extinction trials were instated. Toaccomplish this, one day the lights went off, and the subject was given noinstructions other than to continue reading and to try to keep the whitelight on and the red light off. Of course neither light was available tothe subject. During these extinction trials, none of the subjects

extinguished the conditioned behavior. Evidently the oral and non-nasalspeech behavior was preferred by them since extinction of this behavior didnot occur. .

In order to demonstrate that the subjects were under control ofthe lights and had not changed their behavior as a simple function of time,reversal trials were instated. In this experimental condition, the lightswere switched so that the red light was presented contingent upon oral andnon-nasal responses, and the white light was presented upon hypernasalresponses. For subject #1, there was an almost immediate return to hyper-nasal speech and approximately at the baseline levels. As soon as it wasapparent that the subject had returned to hypernasal speech, a secondextinction period was instituted. Subject #1 promptly returned to theconditioned response of a high percentage of her time spent in oralresponses. It seems apparent that the subject found that the oralresponses were favorable to the hypernasal responses, and, as a conse-quence, the subject was maintaining this pattern of speech. A minordifficulty was experienced with subject #2 when the reversal trials wereattempted. This subject had initially a very difficult time in herattempts to keep the white light on and the red light off. When she hadachieved a high rate of oral responses with concommittant low duration ofnasal responses, the reversal of the lights proved to be somewhat upsettingfor her. She resisted the reversal trials and maintained her essentiallyoral behavior. As the reversal trials continued she became quite upset,and, as a consequence, the lights were.returned to their proper relation-ships. Although this subject could not verbalize the contingencies of theexperiment, she was well aware that something was wrong when the reversaltrials were attempted. Since she had been doing so well in maintaining thedurations of the white light with her oral responses, she was very dis-couraged when the red light reappeared during the reversal trials. Some-times social motivation of human subjects stands in the way of completing aparticular experimental procedure. The goal of conditioning oral anddenasal responses in deaf subjects had nevertheless been achieved. Duringthe experiment reported above two basic problems became apparent. Thenasal transducer while very effectively detecting nasal resonance wasinsensitive to voiceless nasal emission. Additionally, it became apparentthat the oral transducer should be insensitive to nasal emissions whetherthey be voiced or voiceless. As a consequence, the transducers weremodified in the following fashion. Two transducers were assigned to thenose, one to detect tissue vibration, and one to detect nasal air flow. Athird transducer was designed to pick up oral emissions, but it was insen-sitive to all nasal emissions. Additionally, a third channel was added tothe relay apparatus so that measurements could be derived from all threetransducers. This modified apparatus, therefore, has three channels.Channel 1 receives only oral responses and signals the subject of this con-t ingency.

66fr.)

Channel two detects nasal air flow and signals the subject ofthis contingency. Channel three detects nasal tissue vibration caused byvoiced nasal sounds and signals the subject of this contingency. Activa-tion of either channel two or three de-activates channel one so that thesubject cannot receive positive reinforcement whenever he is emittingvoiceless or voiced nasal sounds. Obviously, oral responses in theabsence of any nasal emissions lead to positive reinforcement for the sub-ject. The transducers are of considerable interest, because they enablethe investigator to determine not only the type of hypernasality presentbut the relative extent of this hypernasality as compared with purely oralresponses. Obviously stop clocks can be activated by all three channelsfor automatic data accumulation. All three transducers are variations ofthe nasal transducer mentioned in the paragraphs above. That is the oraltransducer is nothing more than fi small strip of aluminum foil which hasbeen attached to the needle of a phonograph cartridge. The cartridge ant'

the foil strip have been encapsulated within a three-eigths of an inchdiameter tube which is open at one end. A small orifice has been cut inthe tube immediately above the aluminum strip. Any emission from themouth, be it voice or voiceless, causes the aluminum strip to move therebyactivating the phonograph cartridge. Immediately above the oral transduceris a nasal transducer of identical construction. The nasal transducer hasa small orifice that is placed directly beneath the anterior nares. Air

flow from the naves is sufficient to move the aluminum paddle whichgenerates voltage in the attached phonograph cartridge. Nasal emissionsdo not excite the oral transducer since the air flow is vented laterallyby the tubing encapsulating the nasal transducer. The oral transducer issimilarly vented. This arrangement allows for independent measures of oraland nasal emissions. The third transducer is attached directly to thenose by means of adhesive. tape. By this means all three characteristics,that is nasal resonance, nasal air flow and oral emissions can be measuredindependently, and the subject's behavior controlled by appropriate applica-tion of r e inforcement princ iples.

Following the successful manipulation of the vocal behaviorsdescribed above, it became apparent that the same methodology and apparatuscould be applied to specific speech sound production. Originally the fund-amental vocal frequency controller employed a variable electronic filter topass the appropriate band of frequencies which led to positive reinforce-ment. It was felt that the same principle could be applied to specificspeech sounds wherein several filters could be used to detect specificspeech sound formants. Detection of the formant energy of a specific soundcould lead then to closure of the corresponding relays which would lead toreinforcement for the subject. After several attempts to accomplish thisgoal, it became apparent that the overlapping spectra of speech soundswould cause the machine to become somewhat confused. As a matter of fact,it tended to reinforce several sounds rather than any one particular sound.

61

A partial remedy to this problem has been the use of overload filters andtheir associated relays. As before, energy lying outside of the areas ofacceptability would go through the overload filters, and the closure of theoverload relays would disconnect or de-activate the target relays. Thesubject was thereby signalled that he had made the wrong sound by thepresence of a red light contingent upon activation of the overloadfilters. This latter device is called a phoneme reinforcer, for its job isprecisely that. It is designed to reinforce specific speech sounds and toreject all others. The machine functions in the following fashion. Thereare three channels. Channels one and two are called the target channels.Channel number one is designed to reinforce Formant. One enorgy, and channeltwo is designed to reinforce Formant Two energy. The pass bands of theenergy of Formants One and Two are controlled by variable electronicfilters. Channel three is the rejection channel and is controlled by oneor more electronic filters. Initially, the area of acceptance of theFormant One filter may be very wide. In the event that speech sound energypasses through the Formant One filter reinforcement will be available to thesubject. The target frequency can be varied at will and eventually can benarrowed to a point wherein only a specific sound would activate the relay.At this point the machine can be adjusted so that both channels one and twomust be activated prior to the presentation of reinforcement to the sub-ject. Once again, the target frequency can be very broad for the secondchannel. As the subject gains proficiency in closing the relays ofchannels one and two the targets can be narrowed until only one sound willtrigger the two relays. To prevent overlapping spectra from closingchannels one and two, the filters of channel three may be adjusted to lockout the target channels when energy falls in the rejection channel. Inthis fashion the speech sound production can be made very accurate indeed.

The phoneme reinforcer is currently being used to shape speechresponses of deaf children, age three-to-five years. In order to accom-plish this, the children are given training trials of approximately thirtyseconds duration with four trials conducted daily. The on-target dura-tions of each trial are recorded to show the behavioral change. Initiallythe children received positive reinforcement in the form of toys and foodfrom a universal feeder contingent upon any vocalization. To accomplishthis the target filters were set to accept any voicing. As a consequenceduring the trial periods the children very rapidly have learned to vocalizein order to receive reward from the feeder. Initially any vocal effort wasrewarded with the exception of shouting behavior. As before, shoutingbehavior activated the rejection circuit which stopped the feeder andturned on a red light to let the child know tliat he was malting a mistake.Once the children learn that vocalization is rewarded and that shouting ispunished it will be possible to begin to move the filters up the speechspectrum to require more precise vocal behavior. In the event that thechildren's pitch level is either too high or too low for their age and sex

68

r^-;1

the first contingency would be to move the filters gradually to the moreappropriate frequency region. In order to gain reinforcement the childrenwould have to modify their fundamental vocal frequency just as the adultsubjects have previously. The next part of the experiment is planned but nosubject has reached this stage at the moment. Our plans call for us tomove the variable electronic filters up to pass a band of frequencies appro-priate to the Formant One frequencies of several vowels. Over a period oftime the filters will be narrowed until only a small number of sounds willactivate the relays. At this time, the second channel will be brought intoplay, and the frequencies appropriate to Formant Two will provide thetarget region for the second channel. Here again the frequency regionswill be wide initially and then gradually narrowed as the trials continue.Channel three, the rejection channel, will be employed to pass frequencyregions of energy of sounds which have energy outside of the target s:),Inds.In this fashion the child will be shaped eventually to produce a specificsound in order to achieve reinforcement. The final step in the experimentwill be to move the filters gradually from the specific sound achieved toother sounds in sequence.

Speech-analyzing aids for the deaf have been in existence sinceAlexander Graham Bell conceived the speech-analyzing telephone in 1866.These aids require the deaf subject to analyze some form of pattern andthen create a like pattern. In the apparatus described today, the analysisis made by the machine, and the deaf individual must modify his behavior togain reinforcement. This equipment was chaveloped to supplement the skillof the teacher and to make the teaching of speech to the deaf more efficient.

REFERENCES

1. A. Holbrook and M. M. Meador, "A Device for Automatic Modification ofVocal Frequency and Intensity," The Southern Speech Journal, 35:2,1969, pp. 154-162.

2. J. M. Pickett, Editor, "Proceedings of the Conference on Speech-Analyzing Aids for the Deaf," American Annals of the Deaf, 113:2,1968.

3. J. L. Roll, "Experimental Manipulation of Fundamental Frequency byApplication of Reinforcement Principles," M. A. Thesis, Florida StateUniversity, 1968.

4. J. L. Roll, "Manipulation of Fundamental Frequency in Functional VoiceDisorders by Application of Reinforcement Principles," Ph.D. Disserta-tion, Florida State University, 1969.

69

RESEARCH ON VOCATIONAL DEVELOPMENT:

THE IMPLICATIONS FOR SCHOOLS FOR THE DEAF

Dr. Alan Lerman, Director of Research, Lexington School for the Deaf

The focus of this paper is on practical suggestions that may behelpful to schools for the deaf in their programs of vocational training,counseling, evaluation, and placement. Some of the suggestions de-velop from the specific results of research, others are related toour view of the process of vocational development. In many waysthis process has parallels to others. Marriage, the selection of amate and the adjustments that must be made in order to continue agood marital relationship, offers such a parallel.

Entering an occupation is like entering a marriage. The choiceof a specific marriage partner or a specific job seems to be somewhataccidental. While there are more than one job or partners that mighthave been selected, there are usually some important similaritiesamong the potential jobs or mates that separate these groups fromthe rest of the objectively available pool of jobs or partners. Someavailable people or jobs are never even considered by the person seek-ing a carreer or a marriage. These special features that are communto the jobs or marriage partners that are good choices may be veryvisible. For a marriage partner it may be appearance, social status,or religion. For a job choice it may be pay, hours, or benefits.These features that the person needs or wants from a mate or a jobare greatly influenced by community standards and the expectations offriends or family. What a person seeks usually represents what hefeels will satisfy his needs. However, sometimes occupations ormarriage partners are chosen for what they do not have. In thesecases selection is based on safety. People sometimes select jobs ormates that won't be too demanding or threatening. The choice of asafer though obviously lesser position rather than one that has greaterpotential for satisfaction is usually made by individuals that havestrong doubts as to their competance.

In addition to the nonaccidental aspects of choosing a carreeror a mate, we must consider the features that are related to occupa-tional and marital adjustment.

Adjustment to a job and a marriage depends on a somewhatdifferent set of need satisfiers. In addition to pay, hours, and bene-fits, the social factors, the personal rewards from the work, its in-trinsic interests, and the degree of acceptable stress become impor-tant features to consider. In marriage it's the adjustment to dailyroutines, raising a family and the development of a postromantic re-lationship between the marriage partners. Some of the capacitiesthat are needed in the later adjustment are really developed after thestart of the marriage or job. If the potential for making the adjustmentisn't there, then you have a short-term )riarriage or job, or dissatis-

"1?

fied worker s or partners who stay because they don't see anythingbetter.

Assessment of the potential of either marriage or work includes:an evaulation of the personrs short term and long term needs; hiscapacity to meet the demands for entering into a relationship; hiscapacity to adjust to the environmental and social stresses of the situa-tion; and his available store of information about what he can get from,and what is required by other s in this type of relationship. Prepara-tion for marriage usually involves growing up in a family, generalsocializing in mixed groups, dating and engagements. Preparation forwork includes general work skills and capacities developed in theregular school, special vocational training cour ses and probationaryemployment. At this point the comparison between marriage and workmay seem overplayed, but my clinical experience and research invocational development make this comparison very real. Some of theneeds, demands and capacities involved in these diverse areas offunctioning are identical.

For the past nine year s members of our department have en-gaged in vocationally related research. This research has beencarried out in three federally supported projects. The first dealt withthe status and adjustment of deaf women, graduates of the LexingtonSchool. The second evaulated the patterns of vocational developmentof deaf adolescents at four larger schools for the deaf in the North-eastern part of the country. The third was the development of measuresof prevocational adjustment which involved a number of schools in theEastern part of the United States. At present we are seeking to continueour work in the vocational development of the deaf.

In the course of our work we have had almost unbelievable co-operation from agencies, schools for the deaf, and over 1200 deafadults and adolescents. The formal and informal insight that we havegained may be helpful in continuing the work of preparing the deafstudents as adequately as possible to enter the occupational world.

During the preparation for all of the studies, and especially dur-ing the last project, we have been concerned with the development ofmeasures of assessment, interview forms, rating scales, new tests,and modification of old tests. Some of our reactions and results maybe of interest.

Initially we felt that "simple" adaptations of procedures used incounseling or vocational research with other groups would be adequate.However, this was not the case. Deaf subjects as a group did not appear

12

to respond to many of the standardized tests with patterns that couldbe compared to the normative groups. Much of the difficulty appear sto be related to language and cultural factors. Two examples willserve to illustrate this. In one study we attempted to evaluate per-sonal attitudes, modifying a relatively popular measure for thispurpose. The language requirement of the task was that the studentunderstand the idea of opposites and that he know 27 words whichwere on or below a third grade leve. To insure valid results a pre-test was given, and only those students who demonstrated theirknowledge of the words and the concepts of opposites were given thetest. Before using the test scores we took the precaution of findingout if the group of over 200 students were responding to the task ina similar manner to the many diverse groups that had previouslytaken it. We found that, based on a preliminary statistical evaluation,our deaf students seemed to be dealing with the task differently. WE:

could not consider this test as a valid measure of deaf adolescentattitudes, and it was dropped. Minimal language requirements canresult in making some tests invalid. This is true even if an attempthas been made to simplify language and one sees that the studentunder stands and carries out the test directions.

In addition to language difficulties which may invalidate re-sults of deaf students, the difference in the cultural backgrounds,residential placement and subcultural norms may effect the resultsobtained on "non-verbal" tests. When we evaluated the results ob-tained by 600 deaf adolescents on one general vocational pictureinterest test, it was apparent that our group deviated so much fromthe standardisation group that we could make no valid comparisonsbetween a deaf individual's score and those of the general standard-ization group. Wu were fortunate to have a large enough group tocreate our own norms. The individual counselor using this test wouldbe forced to make an lappropriate comparison between his deafclient's score and hearing norms. At times neither the words, thelanguage, nor the picture used convey the same meaning to deafsubjects.

These experiences, together with our evaluation of thematerials available for vocational assessment, has led us to certainconclusions. The use of almost all interest and aptitude tests isquestionable. While some general performance tests of intelligenceand clerical and manual dexterity are appropriate for deaf studentsand adults, they are of limited value. In the first place most studies,including our own, indicate a rather small relationship between thesetests and worker productivity. For special occupations, special testsare useful. As general screening tools they are not effective. Secondly,

13

many of the important aspects of functioning on a job are not evaluatedby these tests. These important aspects have to do with the person'sability to get along with fellow worker s, bosses and others, the abilityto withstand the stress of boring routines, the ability to do detailedor complex work. These aspects, as well as the .student's abilityto produce a particular product, must be evaluated. These aspectsof functioning cannot be measured through a series of paper and penciltests or some manipulative short term tasks at the present time.Direct periodic observations and ratings in simulated and structuredwork situations (where the student's performance in terms of outputand his ability to handle stre ss can be measured) seem the most mean-ingful way of assessing his work potential. This is a more long termprogram of assessment, but it will be more useful in placement andreferral for counseling.

This program would be most useful. for those who are at leastmarginal. This assessment will not be useful for those students whopresent us with special problems; those who are retarded in intelli-gence, who have no c ommunication skills, or who are extremelyemotionally disturbed. These may need some formal protected workenvironment or spacial help.

Communication skills are crucial in most work situations.Better skills lead to better jobs, more pay, more knowledge of thevocational world, and greater adaptability at work. Every study wehave done supports this. By communication skills I mean any techniquethat gets information to others or from others lipreading, speaking,writing, gesturing, or various combinations thereof - are the mostappropriate means of communication. Manual communication is onlyappropriate for special situations since most deaf people must workwith hearing people. There are many instances where a hearing co-worker learns finger spelling and some signs, but this is still atypical.Some deaf people with poor communication skills depend on relativesor friends to act as intermediaries, but they sometimes pay a hea:vyprice in many ways for this dependence on other s. What must be con-tinued along with vocational coursework is practice in communication.This can be a more practical course for those who are not academicstudents. We must continue to focus the student efforts on trying tounderstand and to make himself understood by others.

For the emotionally disturbed student, we have the obligationof identifying him as early as possible and obtaining whatever specialservices we can for him and his family. There is a related point herewhich must be clarified. The families of many of our students areusually in contact with the schools when the child is younger. If the

14

families therriselves are unusually motivated, contacts between theschool and parents will continue throughout his schooling. For themost part we do not see or have contact with the family after the childis 8 years old. The family assumes that the school will take care ofthe child's development. In the course of our study we had the oppor-tunity of visiting the parents of 100 deaf adolescents. On many occa-sions, after the formal interview was completed, the parents woulddiscuss the problems they were having with their hearing adolescents.It became obvious that the parents felt a greater responsibility fortheir hearing child's development than they did for that of their deafchild. Regardless of the reasons for this attitude, the reality is thatafter the deaf child, e specially ones with limited communication skills,finishes school, his parents usually have greater responsibilities.Many of these families are poorly prepared to undertake this role.The family rn.ust find the jobs, talk to the employers, develop thesocial life of the special deaf child. It is therefore important to starta process of family involvement in the special deaf chiles plans andactivities while he is still in school.. This type of program could bestarted during the student's last two year s at school and may have toinclude home visits. In that period of time we might be able to shapea realistic plan with the student and his family. One of the essentialelements of a counseling program would be to improve techniques ofcommunication between these students and their families.

In addition to the emotionally distrubed student for whomspecial services must be sought, we have retarded students who formthe most difficult group.to prepare. There has been no mention madeof children with other physical handicaps because they do not formthemselves into a special group vocationally. Many of these studentsare able to compensate well enough to be considered as adequatelyfunctioning students. The retarded group is the one group for whichI have no spec ific suggestions.

Previously I indicated that the individuaPs needs and pref-erences shape his selection of a job. These personal requirementsare shaped by the information that the per son has about what other swant and expect and what is available to him in the vocational world.Our deaf students have less information available to them about thegeneral world of work, the social aspects of the work situation, andthe potentials of carreers than do their hearing counterparts. Voc a-tional coursework adds only to the specific knowledge of a job, but notto general vocational knowledge. The academic student who has nevertaken a course usually has much more useful vocational information thanthe vocational student. In addition, the kind of information about voca-tions which mostly comes through the informal "school grapevine" is

75

'

sometimes wrong and often leads to the deaf student classifying him-self a "deaf worker" before the age of thirteen. In order to give morevalid, less stereotyped and more useful information, the schools canmake certain modifications to existing programs. Deaf children shouldbe exposed, through a series of informal visits - at least a few daysin length - to deaf adults who hold nonstereotyped employment. In arather informal way, through talks with small groups or individuals,the deaf adults could give a picture of the problems and possibilitiesfor the deaf that may be broader than the ones most deaf studentshold. Specific important pieces of information about work-entry pro-cedures, training for jobs, and even deductions from wages, could bepresented in teen magazines in comic book form or on captioned filmsto make the material more interesting, or in small group discussionswhich would include role playing and other group work techniques.Within the informal school grapevine there are students who act as"gatekeepers". They pass information around to the different sub-groups in the school. Identifying these students and offering informa-tion or experience that would be useful may lead to quick disseminationof relevant pieces of information.

The information that the student holds about himself stronglyeffects his needs and preferences. We are all aware of the necessityfor exploration of individual interests and capacities, and for thedevelopment of a sense of independence and responsibility on the partof the students in our charge. At times the protection we offer leadsto an overdependence on school personnel. At times our responsibilityto the safety and security of the student body leads to the inhibition ofindividual needs. Since each school has somewhat different structuresand requirements, no general suggestions can be offered that wouldmaximize individual exploration, independence and responsibility.

The two main questions that I have addressed myself to are:How can we identify and assist students with potentially severe voca-tional. problems ? What can we do to maximize the capacities of themajority of our students? Our research as well as that of othersdemonstrates that in general the schools do an effective job. MoA deafadults are productive and competent workers. They seem satisfiedwith their work and appear to be satisfactory to their employer ;. Withthe changes in our economy which lead to c hanges in the requirementsfor workers, we cannot afford to continue our current training pro-grams without constant reexamination of our goals. There are alsothe groups of students who we have not been able to adequately preparefor whom we must develop new programs. Here too, the parallel withmarriage continues. The structur e of the marital relationship has beenin a process of changes and we still are seeking new ways to assist poormarriages.

76

This pr esentation can be c onsidered as an interim report.Until now the research has been directed at surveying vocationaldevelopment and evaluating the relationship between factors effectingthis development. We still need further lognitudinal studies as wellas experimental programs to be able to clearly evaluate the effective -nes s of any of these new ideas. Research of such a broad nature takestime, and I am therefore offering these suggestions which I hope willbe of service until such time as we have clearly demonstrated theutility of programs which will increase the effectiveness of the voca-tional preparation offered our deaf students.

10:1)

THE EDUCATION OF THE CHILD WITH SPECIAL LEARNING DISABILITIES

Dr. Lillian C.R. Restaino, Lexington School for the Deaf, New York

Within recent years, there has been a conspicuouschange in the expectations of educators for the pupils intheir charge. In the past, when a child did not master theelements of learning as presented by his teacher, sheperceived the source of failure as residing within him.Today, the movement in education is towards the recognitionthat failure resides not with the child, but with the basicnature of the instruction to which he is being exposed.Educators are accepting full responsibility for the modifica-tion of the instructional process to meet the widening rangeof differences in current school populations. Certainly,there have been many gifted teachers in the past who attemptedto meet the very specific needs of their children throughfundamental change in their programs; what makes the currentmovement unique is that it is reflected in the thinking ofeducators at all levels in the hierarchy of the schools. Itis not only reflected in the hierarchies of special education,but in those of general education as well. Perhaps the mostexciting expression of such change is that of our U. S.Commissioner of Education, James Allan, in his directive toeducators to extend the right to read to all children.

Again, the shibboleths may sound familiar; what is gen-uinely different, I think, is the active determination on thepart of those expressing them to make them a reality.

There are many implications in such goals for the educa-tion of the deaf; I wish to address myself to two of them.First, we are all aware of the clearly widening range ofdifferences in the children who are presenting themselves inour schools today. Medical science and the liberalizing ofadmission policies have increased the number of children whosimply do not fulfill the description of the "typically deaf"child. The programs that were developed to instruct this"bypically deaf" child in the past are not reaching the samelevel of success with many of our deaf children today.

Second, while we are increasing the numbers of childrenwho do not fit the model for our current educational procedures,we are increasing the demands upon our teachers for successin instruction with their children. In other words, we areraising our level of expectation for success in instructionwhile we are presenting teachers with children who have moresevere learning problems. The paradox in such a situationhas not escaped many administrators; certainly, it has not

19

escaped their teachers. We must be candid and acknowledgethe fact that failure is the only possible outcome of sucha situation, unless there is a dramatic change in our approachto teaching. It is my firm belief that what is needed are newways of describing oux children, new ways of defining what weteach them and new ways to evaluate our success with them.

In describing our children, we must select measures thatare both sensitive to differences and relevant to education;in defining the content of instruction, we must analyze theglobal levels at which we have been functioning into theirhierarchical elements. Evaluation will then become a questionof the articulation of these two procedures--a test-trainsequence in which we diagnose a difficulty and with proceduresspecific to this difficulty train towards its remediation.

In the on-going CREED projects, i.e., the projects spon-sored by the Cooperative Research Endeavors for the Educationof the Deaf, an organization through which schools for the deafin New York State share government funds for projects of mutualinterest, we have directed our attention to such attempts atintervention. In what can best be described as intensive andextensive pilot studies, because of the short time periods inwhich they were executed, we have attempted to provide teacherswith new ways of looking at their children and new ways ofattacking their deficiencies. The overall goal of the CREEDprojects to date was the development of curriculum materials thatwould help the teacher meet the needs of the deaf child withspecial learning disabilities--frmn the very youngest ages.In order to move towards such a goal, it was understood thata consistent description of the "special child" must be estab-lished before activities could be prescribed.

The initial goal of the first CREED projects was,therefore,the description of children being designated by school personnelas those with special learning disabilities. CREE1) I indicatedthat there were consistent disabilities within the group sodesignated; however, these results were limited by the restric-tion of the sample to special deaf children and by the natureof the tests selected. The objectives set for the CREED 3project was the development of a test battery appropriate fordeaf children that would describe the special deaf child.;however, it was decided that all deaf children, those designatedas Special and those designated as Typical, would be tested inorder to have a basis for comparison of performance. In otherwords, we can not describe the disabilities of the special deafchild without using the typical deaf child as the basis forcomparison.

As for the decision to develop a test battery specificallyfor admdnistration to deaf children, we are all aware that thereare a number of readily available tests fr,r describing areas ofspecial learning disabilities; we have studied them. Some ofthem are ,iven appropriate for use, with modification, with the

80

deaf child. They have serious restrictions on their use,however; they are basically irrelevant to the needs of theteacher. They are neurological or psychological in approach,and are not translated by their creators into educationalconstructs. The provision for the teacher to relate testresults into instructional techniques for remediation are, inmost cases, negligible. In other words, the experts who devisediagnostic tests and the experts who devise remediation proce-dures seldom communicate with one another, as the lack ofcoincidence between their respective work bears witness. Sucha dichotomization of testing and training procedures plays havocwith the situation confronting the teacher. Thus, I enteredupon the CREED project very much aware of the urgent need forarticulation between diagnostic testing-remediation procedures.

The CREED 3 section of the on-going CREED project was,then, devoted to the diagnostic testing aspect of this test-train sequence. Because we had\selected as our major objectivethe eventual articulation of test data with remediation proce-dures, we were determined to keep the information from our testsrelevant and useful. Towards this end my associate, Penny Socher,and I consulted with the teachers and supervisors of the childrento be tested in the schools for the deaf in New York State. Weconsidered with them the educational goals they sought for theirchildren and the information they needed to know about thechildren to move towards these goals. On the basis of theseconsultations, we selected and devised instruments that weassumed could measure the aspects of behavior suggested by theteachers. The areas of behavior Oovered included gross-motorcoordination, including coordination of limbs and largemusculatore; sensory-motor integration, including rqanipulationand visual motor skills; visual analysis, including differentlevels of complexity of visual discrimination; attention andmemory, including focusing of attention and short-term memory;and conceptualization, including association and concept forma-tion.

Of course, the teacher is capable of obtaining basicinformation about the status of her children in many of theseareas. It was our determination to further analyze each areainto underlying elements so that she could determine that pointof deficiency upon which to concentrate. In addition, we fitthese elements into a developmental sequence, Piagetian inview, so that the teacher would be provided with some idea ofthe precedents for various skills. In other words, we wereattempting to impose a system upon the global definitions ofdeficiencies currently offered to the teacher. It is ourbelief that such global definitions have resulted in globalattempts at remediation--and neither have met with a greatdeal of success.

In addition to consulting with teachers about the contentof the tests, they were requested to administer the tests to

81

their children.

In order to obtain uniformity of administration and adecrease in the incidence of bias, teachers paxticipated intraining workshops in which they were instructed in theadministration of the test battery. I perceive this aspectof the project as perhaps of equal value as the results ofthe testing. The active involvement of the teachers in thetest administration not only provided us with the opportunityto test larger numbers of children, but more importantly, itgave the teacher the opportunity to watch her child performon tests very different from those she usually uses. Theobservations of their children during the testing situationprovided the teachers with invaluable information that theywould not have otherwise obtained. From our experiences withthis aspect of CREED 3, we have become very strong adherentsof teacher-administration of individual tests, not only forthe value to the teacher, but also for the value to the testconstructor. We obtained from the teachers a number ofsuggestions for critical changes in the test battery.

The CREED 3 Test Battery was administered individuallyto all children between the ages of three and nine in twelveschools for the deaf in New York State. In all, 960 childrenwere tested. The results of the testing were most gratifying.In brief summary, the major findings were:

1. Children who were designated as those with speciallearning problems were significantly poorer in performancethan those termed typical.

2. Children in both special and typical groups increasedin score with age; special children increased at a slower ratethan did the typical children. This may be an indication of acumulative deficit in learning.

3. When both groups of children were combined and dividedon the basis of ratings of affective behavior, there werefewer significant differences in performance between thosereflecting emotional problems and those not. In other words,school personnel perceived the child who manifests emotionalproblems as different from the one whom he has termed a childwith learning disabilities. At the three-year-old level, thisdifference was less clear; i.e., children with "emotionalproblems" and "special learning problems" performed equally aspoor in relation to their age peers not so designated. Itmay be that the academic demands on the three-year-old are lessclear, so that school personnel have little information uponwhich to base a precise decision.

4. Special children have more difficulty in moving aheadto different levels of the hierarchy, in a skill area. Whiletheir performance is depressed, however, it is not unpredictableor bizarre. The structure of his abilities is comparable tothat of his typical peer.

82

5. While typically deaf children performed significantlybetter than special children on the tests, there are a largenumber that demonstrate poor performance in all the skill areas.Thus, deaf children, both typical and special, require specialhelp in all skill areas.

It is our belief that the results imply the following:

1. The battery, while successful, must be further modifiedto provide items reflecting greater precision in defining hier-archies of sub-skills.

2. The teacher, who has been systematically excluded fromthe individual testing of her children, is probably the oneperson who can, with training, obtain the most valid performancefrom the child, and the one person who will use the resultsmost productively, barring outside interference of any kind.The teacherTs professional training and experience must beexploited in the use of all diagnostic tools--the test-trainsequence posited here can not function without her activeinvolvement.

The CREED 4 project was the next logical step in thedirection of the development of a sequence of procedures andmaterials specifically related to the diagnostic test batterydeveloped in CREED 3.

As a culmination of the CREED 3 project, three expertswere invited to consider in Seminar the implications forremediation of the test results, with selected representativesfrom the group of participating teachers. Ray Barsch, of theUniversity of Southern Connecticut; Jo Shepherd, of TeachersCollege, and Gloria Wolinsky, of the City University of NewYork, provided the CREED staff with a foundation for remediationprocedures specifically related to the diagnostic test results.Using these recommendations as a beginning, CREED personnelcarried on an intensive investigation of the currently availablematerials, methods and programs for remediation of learningdisabilities, as well as those in general education.

After consideration and evaluation of this data on thebasis of its apparent relationship to the test skills, itscost and usability in the classroom, Mrs. Socher and 1, inconsultation with the staCC of the Research Department atthe Lexington School for Lite Deaf, developed a preliminaryprogram of remedial materials and activities.

We consider that the objectives that we at CREED haveselected for our program are undque in two ways: first, theskills areas covered are directly related to those for whichinformation is obtained from the diagnostic test; second, theactivities are designed with illcreasdng levels of difficultythat are based upon developmentally justiCiable changes in the

83

skill. In other words, if a child did poorly on the concep-tualization tests of the battery, the program provides forsequence of activities in that area. These activities rangefrom the level of association, through classification with asingle attribute, classification with two attributes, singleclassification and superordinate classification. These levelsare further divided into three-dimensional and two-dimensionalobjects. Seriation or ordering range from ordering on the basisof size, through ordering on the basis of number and time--again, three-dimensional and two-dimensional.

Visual analysis activities begin with the discriminationof three-dimensional, simple attribute problems, runs throughdiscrimination of two-dimensional forms, pictures and letter-like forms, ending with the discrimination of letters.

We have then not only attempted to relate the activitiesto the tests, but we also have attempted to design a sequenceof activities that is related to the developmental processesin each skill area. Pursuing either of these objectives is amost difficult task; pursuing both of them is a formidable one.

It is apparent that objectives of this magnitude can hardlybe met within the short span of the CREED 3-4 projects; that isthe reason I have seun fit to characturize them as pilot studies.

In the CREED 4 proect under way, we have tested childrenin 24 classes with the test battery. We then supplied theteachers with a proffle and a recommended selection of remedialprocedures for her children. Eaeh participating teacher hasbeen provided with a kit of materials and a guide for theprogram activities. We are now subjecting the program to aninitial procedure that we believe absolutely necessary beforeany program can be properly eva-uated. We are implementing theprogram in the classrocni and obtaining ratings from teachersand neutral observers mn all significant attributes of thematerials and activities. We are rating the materials on theirinterest level for both child and teacher; their difficultyin manipulation; the difficulty in the instructions for theiruse; the storage problems. We want to isolate and identifyas many areas of concern as possible beforc we subject theprogram to pre- and post-evaluation. One of the problemsthat beset those imposing new approaches is that they imposetheir ideas without first consulting the teachers who will beinvolved and without confronting the changing realities of theclassroom. If we do not attempt to obtain information about thelevel of functioning of the many components of our programsbefore we subject them to evaluation, then we are equally asincapable of comprehending our success as we are our failure.

Thus, we in CREED are currently attempting to describethe "level of functioning" of components of our program. Weare obtaining this information about all the activities andwe are obtaining it from both teachers and observers. We have

84

engaged neutral observers because we want minute-by-minutedescriptions of the crucial inter-action processes betweenteacher and child during the activities and with the materials,to back up the general teacher ratings. It is our hope thatthe data obtained from these ratings will provide us with thebasis for full scale development of a test-train program.Early responses to the program and the rating procedures havebeen promising; we are looking forward to the analysis of ourresults.

Because the CREED 3-4 projects have provided such excitingprospects, despite their restrictions on time and money, we ofthe Research Department staff at the Lexington School for theDeaf, have decided to seek support to expand the project beyondthe New York State area, to a national scale. We should liketo revise the test battery, implementing the many excellentrecommendations of the participating teachers as well as thechanges indicated by the statistical analyses. We should liketo analyze the skill areas into more complex hierarchies ofsub-skills in order to increase the sensitivity of the battery.Similarly, with the data obtained from the ratings of the currentprogram we can modify the methods and materials in the secondphase of the sequence.

A long-term, large scale project could provide us withthe opportunity to subject a test-train program to intensiveanalysis and evaluation. There will be many problems in thepursuit of such an effort--the definition of.the sample andthe correlation and articulation of the test items and curricu-lum activities without replication at either level--both indeedformidable--are only two of many. While we recognize theproblems involved in such an undertaking the CREED 3-4 projecthas provided us with the incentive to move ahead. The strikingresults in discriminating disabilities that we found with theCREED 3 test battery and the enthusiasm generated in teachersby the CREED 4 materials lead us to the firm belief that wemust continue to refine this test-train sequence. We perceivesuch a sequence as a genuine attempt to help the teacher meetthe problems we are setting before her. It is our effort toeffect a change in the educational process. Without suchchange, we can not realistically expect any change in theperformance of our children.

SEATTLE COMMUNITY COLLEGE SYSTEM

H.W. Barkuloo, Director, Program for the Deaf

Seattle Community College System is one of three schools conductingregional academic and vocational-technical programs for deaf students.The funding agencies (United States Office of Education and SocialRehabilitation Services) have also entered into agreement with theUniversity of Pittsburgh to coordinate research activities betweenSeattle Community College and the other two institutions--St. PaulVocational-Technical Institute and Delgado Junior College. The Programwas originally projected to enroll 100 students during the five-yearperiod for which there is a federal commitment. It is anticipated thatthe enrollment for the fall of 1970 will reach approximately 75 or 80deaf students.

The Seattle Community College System is composed of three separatecolleges, all located within the City of Seattle. The Program for theDeaf is part of the Systems Operation and is able to function withinall three of the College settings and to take advantage of the variousprograms offered.

One of the reasons for the selectioh of Seattle Community Collegeas a regional center was because of the breadth of its curriculumopportunities. Included in the College is a complete Adult High SchoolProgram and'approximately 40 vocational-technical areas offering bothcertificates and associate degrees. These vocational-technical areasare broad and with the various components contained in them, offer some400 different career opportunities for deaf students. There is also aCollege Exploratory Program and a two-year Liberal Arts College TransferProgram. This allows for a great deal of flexibility in the type ofprograms which deaf students can enter. For example, a young man fromOregon during the second quarter at Seattle Community College, whosecareer goal was that of architectural draftsman, which is an Associateof Arts Degree Program, was enrolled in College Exploratory Algebra,Adult High School Geometry, a reading course offered by the Program forthe Deaf Preparatory Program, and in a related course which would applytoward his associate degree.

The first 25 students entered into the Program in the fall of 1969.They came from seven states including Washington, Oregon, Idaho, Montana,Utah, Alaska, and New York. They ranged in age from 19 to 39 and hadreading levels ranging'from third to eighth grade and performance I.Q.ranging from 94 to 130.

Most of the entering students come into a preparatory programwhich is one quarter in length which is aimed primarily at giving the

student exposure to all of the career opportunities available to himand to allow him, through the information given to him about the differentareas and about his own capabilities, to make a realistic vocational-technical decision. Students who have the capability to be successfulin Associate Degree programs generally are enrolled in the CollegeExploratory courses where they compete with hearing students. They arealso enrolled in the prep job information and sampling programs so thatthey can have a full exposure to the various programs offered.

Following the prep quarter, the first students entered into thefollowing programs: sheet metal, machine shop, cosmetology, welding,electronics, power sewing, dry cleaning, and graphic arts. At the presenttime, (April, 1970) 50 students are enrolled in the Program and areentered in the programs listed previously plus the following: dentaltechnology, key punch, automotive mechanics, carpentry, industrialelectronics, data processing programming, architectural drafting, fashiondesign, data processing operations, baking, and horology and micro-precision instrumentation. Two hard-of-hearing and two deafened personsare enrolled in the College Transfer Program. These people are not skilledin manual communications and are depending on their language skills andnotetaking for success in this program. Approximately ten members of thepresent deaf student population will be ready for employment in June ofthis year.

Services offered by the Program include interpreting, notetakingby hearing classmates, personal and vocational counseling, and tutoring.The tutoring staff consists of two teachers of the deaf who also havecollege and vocational experience which apply themselves to a programsuch as this. One of the teachers is skilled in all graphic arts areasand another had a data processing major in her undergraduate college work.The third tutor is an electrical engineer and is able to give tutorialassistance in all of the technical areas such as drafting, machine shopoperations, and electronics.

Because Seattle Community College has no dormitory facilities,the students have been living in modern dormitories on the SeattleUniversity campus and at the Evangeline Residence, a residence for youngwomen. Both of these settings have offered the deaf students furtheropportunities to interact with their hearing peers. The dormitories arewithin five minute!s walk of the College.

Other activities of the Program during this first year have includeda manual communications class for the faculty members which attracted 70teachers and approximately 15 members of such diverse community programsas public schools, hospitals, parole offices, and welfare agencies.Beginning and advanced manual communication programs are also beingoffered for college credit to the hearing students at Seattle CommunityCollege.

Deaf students have been well accepted by hearing students, and twodeaf students are cheerleaders. Another deaf student serves as Representa-tive-at-Large on the student Board of Control. The faculty and studentbody acceptance of the Program is doing much to insure the success ofthis new venture in the education of the deaf.

88 f:c.)

THE ROCHESTER METHOD SOME BASIC PRINCIPLES

Edward L. Scouten, Principal, Florida School for the Deaf

The Rochester Method is an oral multisensory

procedure for instructing prelingually deaf children.

Its distinctive feature is that it supplements and

complements speech and speechreading with Visible English

(fingerspelling) and auditory amplification.

The Rochester Method is based on the following

principles:

1) The prelingually deaf child's educational re-quirements are wholly different from those ofthe postlingually deaf child who remainslafteronset,linguistically and psychologically hearing.

2) The prelingually deaf child must have completeand constant visual perception of English,ifthis is the language we wish him to learn.

3) The prelingually deaf child must have that numberof visual exposures which will approximate themultiplicity of aural exposures enjoyed by thehearing child.

4) English, the substance of learning, should be thesole expressive and receptive medium in alleducational and social communication throughoutthe prelingually deaf child's school experience.

89

5) English should be recognized as the prime motivatingforce for the acquisition of speech. Sightreading,therefore, should receive the initial emphasis.Having something to say has always been a good reasonfo, talking. It is also a good reason for learninghow to talk.

6) The value of the physical function of speech maybe determined only by the content of the Englishthought it conveys.

7) Auditory amplification is vital to the prelinguallydeaf child's speech development and also for hisidentification with the world of sound.

An adherence to these basic concepts will, hope-

fully, give the prelingually deaf child a fighting chance

to acquire both receptive and expressive English. In that

the child reflects in his written and oral English largely

that which he sees, it is vital thLt we let him see all

we would have him learn. This in essence is the Rochester

Method.

90

DELGADO COLLEGE: ACADEMIC, VOCATIONAL and

TECHNICAL EDUCATION for the DEAF

Douglas 0. Wells, Asst. Administrator, Delgado College, New Orleans

This is an age which places great emphasis on literacy, abilityto communicate, and emotional stability. It is a swiftly moving agewhere technology is creating a new environment and changing the socialand employment patterns of the nation. Technology is very cold andimpersonal, and is not concerned with morals or nationality. It mightbe described as a very efficient machine which can be used to create aparadise or eliminate man.

Technology and its ensuing automation has, in a multitude of cases,eliminated the prospective deaf worker. Deaf workers are finding thatmany doors are closed to them because of basic lack of preparation,and/or an inability to adapt to constantly changing requirements. Thisfact is soberly reflected in the.unerriployed and underemployed statusof deaf workers in this country.

The technological explosion that we are currently facing has indeedtaken everyone by surprise. Consider, for example, that man progressedfrom piston-driven airplanes to space exploration in less than ten years,while our predecessors struggled for two thousand years to develop theshort bow into a more efficient weapon the long bow. This rapidchange is forcing the reevaluation of training programs and is placinggreat responsibility on the field of education and its ability to keep pace.This is especially true in the field of education for the deaf.

Recently, opportunities for the deaf to acquire education beyond thesecondary level in vocational technical areas have been expanded. Manygovernment-sponsored workshops and studies have been authorized todetermine the employment status of the deaf and to make recnmmendations.One such workshop was the Knoxville Workshop on Improved Opportunitiesfor the Deaf. The possibility of the establishment of vocational technicaltraining programs was explored at the meeting. Eventually recommendationsfor the establishment of post-secondary training programs within institutionsdesigned primarily for hearing students were made and accepted by theDepartment of Health, Education and Welfare.

The Delgado Program for the Deaf is one of three such programssupported by a grant from H. E.W. 's Social and Rehabilitation Service andthe Bureau of Education for the Handicapped. It is, in fact, a researchand demonstration grant which proposes to study both positive and negativefactors related to the establishment of such programs and to formulateguidelines for the establishment of similar programs in other locations.Hopefully this concept will prove to be a feasible one, thus increasing thenumber of training opportunities available to young deaf people and ultimatelyimproving the employment picture.

91

Delgado was selected because of its geographic location, its longhistory of providing technical vocational training in the community itserves, and because of its interest in working with the handicapped. Thecollege consists of the divisions of Business Administration, EngineeringTechnology, Arts and Sciences, Trades, Technical, and the RehabilitationServices Division. The Program for the Deaf is administered by the Re-habilitation Services Division, which consists of an Orthotics and Pros-thetics Technology Training Program, the Academic and VocationalEducation Program for the Deaf, and a comprehensive eCaluation and workadjustment center of a n-iultidisability nature. The Rehabilitation Centerhas been in operation since 1962 and has successfully referred many clientsfor training within the college during that time.

The Delgado Program for the Deaf is divided into two somewhat uniquephases, the preparatory phase and the training phase.

The preparatory phase is somewhat analogous to the junior divisionof a college or university whereby the student enrolls in general coursesand is permitted time and guidance so that his objectives may becomesolidified. Furthermore, the preparatory phase of the Program is designedto meet four unique needs of students leaving schools for the deaf and enter-ing post-secondary training programs. Namely, these needs are: tran-sitional adjustment needs, the need for information concerning the worldof work, a need for exploration of vocational interests and abilities, andthe need for upgrading language deficiencies and communication skills.

The initial transitional adjustment needs of the deaf student as he leavcs aschool for the deaf to continue his edu,:ation in a Delgado setting can some-times be very frustrating to the student. Almost immediately his resource-fulness is put to the test. He must learn to live in a community full ofstrange people and rules; for example, he must learn to get along withsometimes irate landladies who put up with little foolishness. He mustdepend primarily on himself to establish a somewhat new pattern of living,whereas, previously, a pattern was pre-established for him. Mostimportantly he must adjust rapidly to the new pace and demands of a hearingschool. In social development, the deaf studentsare generally three tofour years behind their hearing peers, regardless of the method of education.Consequently the average deaf student is far below the norm in his graspof the social facts of life, therefore, projecting an immature image tohearing students of his own age and to instructors who work with him.

Of considerable significance is the need for more information con-cerning the world of work as a basis for the formulation of objectives.Young deaf students entering the Program are relatively uniformed ormisinformed about job availability, salaries , requirements, communi-cation requirements, and training. Eighty percent of those coming

92

into the Delgado Program have no vocational objectives and lack thenecessary knowledge on which to make a decision. One half of theremaining twenty percent have selected a training area because they knowof other deaf people in the trade, while only ten percent have maderealistic choices based on good information and logic.

In addition to being given occupational information, the studenthimself must be permitted to satisfy his curious ity concerning differenttypes of training and occupations. The student needs an opportunity toexplore his interests and abilities in various vocational activities. By

experiencing vocational activity, including the use of tools and equip-ment, he becomes more realistic regarding vocational objectives, andthe counseling process becomes more effective.

Courses offered during the preparatory semester include PreparatoryEnglish, Occupational Information, Survey of Vocational Interest, PersonalManagement and Communication Skills.

The Preparatory English class is remedial in nature. It is a com-bination lab and lecture course in which the students' writing and compre-hension skills are upgraded as much as possible. Basically the approachused is similar to that used in the teaching of English as a secondarylanguage. The class is taught under the assumption that deaf studentsmust be taught morphology and syntax that hearing students absorbunknowingly. In addition students are assigned reading and are en-couraged to read for pleasure in hopes of improving vocabulary.

The Occupational Information class is taught in an attempt toprovide the student with a broader base on wbich to make decisionsconcerning his goals. It includes a review of basic job families, jobrequirements, job applications , and periodic job analysis. Includedare field trips to industry and role playing situations where the studentmight be interviewed for a job or perhaps fired from a job.

The Survey of Vocational Interests and Skills class functions uniquelyas an exploratory and counseling lab and in addition provides conditioningfor classwork. Student performance in this class plays a major role inthe student's understanding of his own interests and abilities, for it isthrough performance that realistic objectives are solidified. The studentis permitted, through the job sample approach, to explore different areasof training available to him. For example, he may be assigned worksamples in drafting. He sits at a drafting table and uses the "T" square,triangles, compasses, and other instruments used in drafting. Perhapshe will be permitted enough time to complete several elementary draft-ing problems. If he has had some experience in drafting, than he isassigned a problem at his level of achievement. Through the job samplemethod, the student is exposed to various training requirements for hispersonal assessment.

93

By mid-term students have been guided toward a realistic objective,and the choice of training has usually been made. The second half of thesemester is spent conditioning the students for training. Actual firstsemester text books and problems are assigned; and, most importantly,vocabulary and terminology are presented at the student's level. Thispreparation for classwork provides the student with a basic understandingof the work required and an insight into some of the problems he willface. His performance during the conditioning phase is also an indicationof the type of support services he will need once in training.

The Personal Management class provides the student with informationhelpful in his adjustment to the new environment. It includes instructionin banking, budgeting, study habits, community relations, dating, andother topics deemed necessary by the instructor. Guest speakers areoften dnvited to speak on various topics including community services.

The Communication Skills class is basically designed to preparethe students for the eventual use of interpreters in the various classes.

In addition to the preparatory courses described above, the student isaided in his adjustment through regularly scheduled counseling services.Furthermore, the Survey of Vocational Interest and Skills class providessomewhat of an ideal counseling situation whereby the student's skillsand interest may be observed first hand by the vocational advisor.

Once the assessment is made, the advisor may counsel the studentregarding his weaknesses and strengths in various areas in an effort toguide the student toward a more realistic choice for training. Alongwith the assessment of interest and skills, the academic skills andadjustment level of the student are assessed to determine the level oftraining that the student should enter, namely the trades area, technicalareas or associate degree programs. A progress staffing is held atthe conclusion of the preparatory semester at which all aspects of thestudent's performance and adjustments are considered. If the student'sobjectives are in keeping with his skills, he is permitted to enter thetraining phase.

The student then enters regular training classes with the aid ofinterpreters and notetakers. Supportive help is offered by the projectstaff and the college faculty. Counseling is continuous throughout train-ing with emphasis placed on adjustment to the intensity of classworkand t he'development of sound study habits.

Upon the student's satisfying the requirements of the College forthe certificate, diploma, or associate degree, recommendations aremade to the referring V. R. counselor for on-the-job training or jobplacement.

94

The Program officially began on October 1, 1968, with a pilot groupof eighteen students. During the past several years three students receiveddiplomas as orthotic and prosthetic technicians and are in on-the-jobtraining situations. Also six students have been placed in on-the-jobtraining situations after completion of the preparatory program.

The present semester began with sixty-five students representingnineteen states. Three of these students dropped or where dismissedfor various reasons, leaving twenty-three students in the preparatoryprogram and forty in the training phase. The forty training studentsare enrolled in seventy-five classes primarily designed for hearingstudents, taking subjects in drafting, printing, plumbing, commercialart, cooking and baking, data processing, accounting, general business,secretarial studies, and electrical engineering technology.

Student performance in the first and second training sem. stersproved to be encouraging in some areas and discouraging in others.Student performance was average or better in the lab work and shopwork required by their majors; however, the related subjects requiredproved to be discouraging to many. Related subjects include english,math, and elective courses, all of which involve a great deal of lectureand class preparation. Due to a considerable amount of supportive helpand interest on the part of the project staff and college faculty, themajority have been able to maintain a "C" average or better.

As a result of past experiences several student-related porblernshave been identified and have proved to be barriers for many in theirattempts to succeed within the program. Basically these problems areconcerned with communication, comprehension, attitude, and unrealisticgoals.

There is always the problem of the student's adjustment to the useof the interpreter. In the classroom the interpreters have proved tobe the ears of the deaf student, except in rare and exceptional casesof lipreading ability. Use of interpreters in an educational setting ofthis type requires that the deaf student have both appropriate basiclanguage and basic con-imunicating skill development. Many of thestudent's communication skills have not been developed fully, the problemof uniformity and understanding of basic signs coupled with the intensityof a training class has proven to be a barrier to many.

Another barrier, and one deeply rooted in language development,is the comprehension of vocabulary, terminology, and phraseology usedin the classroom. Often this lack of understanding becomes veryfrustrating to the student who is genuinely motivated to learn. The organ-ization of thoughts into logical statements, and the understanding of

95t"'"

words and how to use them will continue to affect the student's progresswithin technical programs which place a great deal of emphasis on vocabularyand terminology.

Student attitude also affects progress and success within the DelgadoProgram. Many students bring with them the misconception that every-thing changes to meet the needs of the deaf individual; therefore, manyapproach the solving of problems in a very unrealistic manner and makeunreliable judgements based on this misconception. Often studem -; enterthe Program with the attitude of "I am deaf what can you do for me?"Impatience on the part of the students lead them to believe that everythingshould be instant instant education, instant housing, and instant solvingof problems. Because of impatience the student often fails to considerthe different aspects of a problem, including the time element. Thisimpatient attitude may cause the student to feel defeated, psychologically,when he doesn't receive everything that he believes he deserves at aparticular point in time.

Finally, there is the problem of guiding the student toward realisticobjectives. For example, a student may enter the program with nospecific objective except to enter a "clean hands" type of occupation.This student usually has no logical information on which to base hisdesir other than some form of second-hand information. This leadsto unrealistic, sometimes superficial interest complicates thecounseling process considerably. It is necessary that the student havean open mind regarding his interest and abilities.

In summation, the Delgado Program is designed primarily to helpthe deaf student prepare for training with the hearing and to supporthis training efforts. Preparation and adjustment are aided throughcourse offerings in the preparatory phase designed to meet the student'stransitional adjustment needs, the need for occupational information, theexploration of interest and abilities, and the upgrading of languagedeficiencies and communication skills, as well as regularly scheduledcounseling services.

Through research, attempts are being made to catagorize problemsand solve them in a constructive manner. Thus far the wide gap betweenstudent potential and functioning ability has been attributed to severalor all of the following: poor language and communication skill functioning,poor study habits; disorganized thinking, poor problem solving techniques,and/or a basically poor attitude toward work effort.

Programs of the Delgado type can do much to remediate or refinethe above factors related to student success; however, the programscannot bear the full burden. Students must be better prepared in theseareas, and the preparation must begin much earlier in the educationalprocess,

96

EVALUATION OF PRESCHOOL PROGRAMS: AN INTERACTION ANALYSIS MODEL

Dr. Donald F. Moores, University of Minnesota

The Special Education Research and Development Center of theUniversity of Minnesota is in the first year of a projected five-yearstudy of the efficacy of various types of preschool programs for thehearing impaired. It is not the purpose of this paper to develop arationale to "prove" that one of the three or four most common methodo-logical approaches to education of hearing impaired children is the"best" or only approach. It is assumed that the audience is familiarwith at least the basic arguments for and against the Oral-Aural,Simultaneous, Acoupedic, and Rochester methods and has reachedsome conclusions, however tentative, about the usefulness of each.

Philosophies of Education

Of perhaps more importance than purely methodological considerationsare what I shall refer to as the two different philosophies of educationwhich, in my opinion, are developing in preschool programs for thehearing impaired throughout the United States.

The first, and until quite recently completely predominant, philo-sophy has its roots in the pioneering work of educators of the deaf inWestern Eruope, with much of the leadership coming from Great Britain.I shall label this the Home-Centered Socialization philosophy. Attentionis focused on activities around the home and a "natural-language" en-vironment is emphasized. Parent guidance is a major aspect of such aprogram and physical placement contiguous to hearing peers is usuallyan essential component. Stress is placed on the spontaneous develop-ment of language skills and of speech skills. Descriptions of such pro-grams may be found in the writings of Griffith, (1967), Knox andMcConnell (1968), Pollack (1964), and Reed (1963).

The second major philosophical approach, which I shall label Child-Centered, Cognitive - Academic, is assuming a growing influence onmany new programs. It grew out of the failure of traditional socially-oriented preschool and nursery programs to serve disadvantaged childrenin the United States and, to a lesser extent, Israel. A spate of researchfindings in the past five years suggests that the only successful inter-vention programs for the disadvantaged have been those which contain ahighly structured component with specific academic-cognitive training.The work of investigators such as Bereiter and Engelmann (1966),DiLorenzo (1969), and Karnes et. al. (1969) have had the greatest impact.

As the work of these researchers becomes more widely known amongeducators of the deaf, we may witness a change in the orientation of manysystems toward increased attention to the cognitive-academic sphere,If we may generalize from the few programs of such a type in existencetoday, the focus of attention would shift from the parent to the childand skills such as reading readiness and number concepts would be begunas early as two years of age. Proehl (1970) has described a public school

91

program for the hearing impaired developed on these principles.

Related Research

In view of the strong opinions prevalent in education of the deaf,it is somewhat disappointing to find that comparative research is almostnonexistent. Most of the literature cited as "proof" for the benefits ofone approach or another may more properly be classified as programdescription. The typical article or paper involves a program beingdescribed, defended, and praised by a person who has developed it orwho in some way is closely related to it. With the exception of anoccasional tape or audiogram, no data are presented. Position papersand descriptive works do, of course, serve an important, even essential,informative function, but we should never make the mistake of treatingthem as evidence.

If we look at the few attempts to evaluate preschool programs, theresults are disheartening. Comparisons of children receiving traditionalpreschool training with children having no preschool training suggest a"wash-out" effect (Craig 1964). By nine years of age there appear to beno differences between experimental and control groups. The results areconsistent with these reported for traditionally-based preschool programsfor the disadvantaged. One of two conclusions I believe may be reached.The first is that such a preschool experience is of no benefit to thechildren. The second holds that it was effective but the benefits were dis-sipated by the failure of the schools to take advantage of them in theprimary grade years.

McCroskey (1968) compared children who participated in a home-centered program with auditory emphasis to children who received notraining and found few differences between the groups. Whatdifferences existed tended to favor the control group, those with notraining. The investigator postulated that the experimental groupconsisted of a "basically inferior product" which had been brought to aposition of equality with the coatrol group.

Only one study has ever been conducted which directly comparedpreschool hearing impaired children receiving instruction under twodifferent methodologies. Quigley (1969) reported that children beingtaught by the Rochester Method (Oral and Fingerspelling) were superiorto those taught by the Oral-only method. The generalizibility of theresults, however, is open to question.

Difficulties of Evaluation

The difficulties of evaluation of any type of educational interventionare multiplied when dealing with the preschool hearing impaired.Underlying the hostility and suspicion which is endemic to our field isthe tremendous complexity of the task. How does one measure the speech,language, and communication ability of four and five year old deaf children?Are there any val.d measures of parent attitude? Are differential progra-matic effects transitory? Do or can children in one program who are behind

98

at age four in one area close the gap by age eight? Is it possible todevelop measurement techniques which will be fair to children in programswhich have different goals and therefore different concepts of success?

It is apparent that evaluation must come from outside. Programadministrators, no matter how well-qualified, can not be expected toprovide objective assessment. In my opinion the investigator shouldhave a thorough knowledge of the issues in education of the deaf andshould be an educator of the deaf himself. This, however, raisesanother problem because most educators of the deaf, the speaker in-cluded, tend to have their own opinions on how hearing impaired childrenshould be taught. This situation, I believe, can be neutralized byinvolving people with different viewpoints in the planning and conductof the education, as will be described later.

Rationale of the Study

The investigation is based on Cronbach's (1957) Characteristics byTreatment Interaction Model which was developed on the thesis thatthe results of educational research, consisting mainly of comparisonsbetween groups, have been of limited value. The typical procedure hasbeen to match two groups of childre,1 and to give Group A the experi-mental treatment while the control group receives either the "traditional"approach or no treatment. At the end of a specified period of timeappropriate statistical techniques are applied with the result that thescores of Group A are significantly superior to Group B. Because theexperimental treatment has been demonstrated to be more effective, theconclusion is then reached that this is the most appropriate approachfor all children.

Such investigations have the benefit of being neat and producingclear cut results but they are overly simplistic and do not reflectthe complexities of the real world. In almost all investigations ofthis type there is a great deal of overlap between groups; many childrenin Group B score above the average in Group A and many in A fall belowthe average of B. It is possible that a subject by treatment interactionexists. Treatment A may be preferable for some children and B for others.

Such a situation apparently exists in the field of reading. Com-parisons of "linguistic" and "basal", approaches to beginning readingsupport the argument that there is no one best method. In a

cooperative program involving 27 individual projects, Bond and Dykstra(1967) reported no consistent differences between groups with theexception that groups designated experimental (whether linguistic orbasal) tended to do better than groups designated control. No oneapproach was completely successful for all children using it. Withineach treatment group some children failed to learn to read. Theimportant thing to remember is that the characteristics of the readingfailures varied between treatments. The finding is consistent with arecently reported finding of Hurley (1968) that the learning disabilities,or reading failures, in Champaign, Illinois and its sister city, Urbana,had different characteristics, presumable because the school systems havedifferent approaches to the teaching of reading.

99

Take the example of a class of 25 students. If all received a"linguistic" approach to reading, 20 would succeed and five would fail.If all received a "basal" approach, again 20 would succeed and fivewould fail, but not necessarily the same five. Perhaps the use of Venndiagrams can illustrate the point. If both approaches were equallyeffective and there were no treatment by subject interaction, then thechildren who failed under one method would also fail under the other.In this case the five failures under treatment I (Set A) would be the sameas the five treatment II failures (Set B). Therefore Set A=Set B and theintersection of A and B (AnB) would consist of these five subjects.

Given a set W, consisting of the 25 members of the class, of whichA, B, and AnB are subselft, the situation could be illustrated as follows:

A nBecause A and B are mutually inclusive, the intersection of A and B

equals the union of A and B, there would be five failures (AnB) no matterwhich method was used. On the other hand, if the characteristics ofchildren who would fail under treatment I were completely different fromthose who would fail under treatment II, there would be no overlap betweenA and B. The intersection of A and B would be empty, A B = 0.The sets would be mutually exclusive as shown below.

B =0Here if all members of the group received treatment I, there

would be five failures, those in A. Under treatment two, therewould by five failures, those in treatment B. Fifteen students wouldlearn under either situation. If the five children in set A receivedtreatment II and those in B received treatment I, however, therewould be no failures and all 25 children would learn to read. It wouldbe more reasonable to expect, however, that A and B would not bemutually exclusive. It would be logicsl to assume that there would besome children who would fail under either treatment and the intersection of A and B is not an empty set. This may be illustrated inthe following way:

100

By judicious matching of method to subject, 23 subjects wouldlearn to read. Neither approach would be beneficial to the remainingtwo and other methods would have to be investigated. The samereasoning can be applied to education of the deaf although I realize,of course, that I am grossly oversimplifying the situation. Once weaccept the idea of a treatment by characteristics interaction we are indanger of being overwhelmed by the complexity of our world. A cal-culation of the different factors which might be relevant to earlydevelopment of deaf children (e.g., etiology, age of onset of deafness,SES, etc.) suggests there are at least 4320 permutations and com-binations of relevant variables. Even this is an oversimplificationbecause: factors such as hearing loss and intelligence can not becategorized into a few discrete categories, but exist along continuousdimensions.

Because children cannot be manipulated experimentally like rats,an investigator is faced with a problem of control. Any educationalsystem must offer what its leaders consider to be the most appropriateprogram to meet the needs of the children involved. Programs shouldnot be altered merely to satisly experimental design. An acceptablealternative, it seems to me, would be to encourage a number of diverseprograms to continue to operate as they have in the past and to offer anobjective evaluation by an outside agency, in this case the SpecialEducation Department of the University of Minnesota. The investigation,then, is not designed to unearth the "best" method or philosophy per se.It is primarily concerned with individual differences and only secondarilywith group effects. It is possible that one approach and one method willprove most beneficial to all children but the investigators are preparedto search for indicators of the best match for a particular child at aparticular stage.

Advisory Committee

For an objective evaluation it is mandatory to have input fromhighly-qualified professionals reflecting various viewpoints. Abalanced ommnittee should first be represented by the desciplines ofAudiology and Psychology, more specifically Psycholinguistics, andshould secondly consist of individuals with differing opinions on the useof simultaneous methods with young deaf Children. The AdvisoryCanmittee, which was originally convened by Dr. Ralph Hoag of theRochester School for the Deaf, meets these criteria perfectly. The

following four professionals presently are serving on the Committeeand giving direction to the project:

T. Walter Carlin, Ph.D.,DirectorSir Alexander Ewing ClinicIthica CollegeIthica, New York

Diane Castle, Ph.D.Assistant Professor of AudiologyState University CollegeGeneseo, New York

101 '.

Eric Lenneberg, Ph.D.Professor of PsychologyCornell UniversityIthica, New York

McCay Vernon, Ph.D.Professor of PsychologyMaryland State CollegeWestminster, Maryland

Procedures

The first year of the program is being devoted to the developmentand testing of assessment techniques and to visitations to programswhich will be in the major Study. The instruments are being developedthrough the cooperation of the Minneapolis and the St. Paul preschoolprograms for the hearing impaired. The participation and cooperationof the two programs has been especially'advantageious, not only becauseof their accessibility each is about five miles from the University ofMinnesota -- but also because they represent different educationalphilosophies and employ different methods of.communication. One isoral-aural and has a family-centered socialization orientation. The otherutilizes the Rochester Method with the more severely impaired and has achild-centered academic orientation. The full cooperation of both systemsis enabling the investigators to assess the appropriateness of instrumentsin both settings.

The official project extends from September, 1969, to June, 1974.At present nine school program3 are involved and there is a possibilitythat three more will be added. In the fall of 1970 small teams ofinvestigators from the University of Minnesota will visit each programand gather baseline data. Formal evaluation will be conducted eachspring for four years from 1971 to 1974. The data for each year will beanalyzed and will be disseminated to the programs involved annuallyprior to publication of progress reports.

It should be emphasized that no conditions are placed on the programsinvolved. They are under no obligation to continue any aspect of theirprograms and no restrictions are placed on their ability to alter anyeducational procedures at any time. Also, there are no experimental andcontrol group distinctions in the study. Each group can be viewedas receiving an experimental treatment and the onus of being labeleda "control" or "contrast" program can be eliminated. The directors ofeach program will provide what in their opinion comprises an effectivepreschool program for hearing impaired children. The University ofMinnesota, for its part, will endeavor to provide objective, reliable,valid data by which the programs can be evaluated and by which futuredecision making can be facilitated.

102

References

Bereiter, C. and Engelmann, S. Teaching Disadvantaged Children in thePreschool. Englewood Cliffs, New Jersey: Prentice-Hall, 1966.

Bond, G. and Dykstra, R. The Cooperative Research Program in First GradeReading Instruction. Reading Research Quarterly,1967, 2, 18020

Bruce, W. Review of Quigley, S. The Influence of Fingerspelling on theDevelopment of Language, Ommmalication,. and Educational Development.Volta Review, 1969, 71, 519-523.

Craig, W. Effects of Preschool Training on the Development of Readingand Lipreading Skills of Deaf Children. American Annals of theDeaf, 1964, 109, 280-296.

Cronbach, L. The Two Disciplines of Scientific Psychology. AmericanPsychologist, 1957, 12, 671-684.

Di Lorenzo, L. Prekindergarten Programs for the Disadvantaged. Albany:New York State Education Department Office of Research and Evaluation,December, 1969.

Griffith, Ciwa. Auditory Training in the First Year of Life. ProceedingsICOED, New York: Volume I, 758-772, 1967.

Hurley, O. Perceptual Integration and Reading Problems. ExceptionalChildren, 1968, 35, 3, 207-215.

Karnes, Merle, et.al. An Evaluation of Two Preschool Programs forDisadvantaged Children: A Traditional and a Highly StructuredExperimental Preschool. Exceptional Children, 1968, 34, 667-676.

Knox, L. and McConnell, F. Helping Parents to Help Deaf Infants. Children1968, 15, 183-187.

McCroskey, R. Final Progress Report on Four Year Home Training Program.Paper read at A.G. Bell National Meeting, San Francisco, July, 1968.

Pollack, Doreen. Acoupedics: A Uni-Sensory Approach to AuditoryTraining. Volta Review, 1964, 1, 400-409

Proehl, J. A Model Preschool Program for the Hearing Impaired. Paperread at Minnesota Speech and Hearing Association Annual Meeting,St. Paul, April, 1970.

Quigley, S. The Influence of Fingerspelling on the Development of Lanuage,Communication, and Educational Achievement in Deaf Children. Urbana,Illinois: Institute for Research on Exceptional Children, 1969.

Reed, M. Preprimary Education. Proceedings, 41st Convention of AmericanInstructors of the Deaf, 543-550, 1963.

p103

r-

WHAT NOW?

Dr. Gilbert L. Delgado, Chief, Media Services & Captioned Films, Washington, D.C.

Lat me express my regrets for having to address you inthis rather anonymous manner. Due to very late appropri-ations from Congress to the U.S. Office of Education, theOffice ended up short of salaries and expenses money.Travel funds come under this category and consequentlyvirtually all travel for the quarter was cut. Mr. Norwoodalso sends his regrets. So while you lucky people soakin the sunshine, we Bureaucrats will do our share to curbinflation.

Though this mediated presentation was put together hastily,we did fcel it could accomplish two objectives:

1. Deliver a message from Media Services andCaptioned Films, that we felt was important, and

2. Illustrate one of the attributes of media, thatis, to communicate minus a live body.

First let me try to give you a brief report on what we havebeen doing.

Visual #1 - Title Slide - Media Services and CaptionedFilms

Visual #2 - AuthorizationCongress has authorized $12.5 million for fiscal year1970, $15 million for fiscal year 1971 and $20 millionfor fiscal year 1972. This came about with the passageof Public Law 91-61 which included the establishmentof a National Center of Educational Media and Materialsfor the Handicapped. This Center will be monitored byMedia Services and Captioned Films. The law authorizesconstruction and equipment money. It is anticipatedthis cost will be between $2.5 - $3.0 million. The

Center will be located at a university. It will workclosely with the Model Secondary School. Annual oper-ational support, funds being available, is anticipatedat $ 1/2 million to reach $1.0 million in three years.

Visual #3 - AppropriationsThough the Congress authorizes funding for a programthe Bureau of the Budget must make difficult decisions

105

on actual allocations. What is not visible on thisslide is $4.75 million for 1969 and 1970. This isour present budget. We are hoping for $6.0 millionin fiscal 1971.Visual #4 - Yearly AudiencesThere is an error on this slide. The expected audi-ence for 1970 will be closer to 1,750,000 viewers.Visual #5 - Groups Served2,220 schools, clubs, churchs, training centers,social and civic groups are registered.Visual 1/6 - Additional Motion Picture TitlesYou can see that the acquisition of motion picturefilms, both educational and general interest hasstabilized at around 45-50 per year. Twelve printsof the feature films are procurred. Sixty-fiveprints of the educational titles are circulated.The number of films acquired will grow in proportionto increase in funds allocated and the program pri-orities.Visual 1/7 - The Distribution NetworkThis has not changed. We have 60 educational filmdepositories. Some serve a regional area, othersserve only their own school. The black dots indicatethey are school depositories, the circles are regional.The triangles represent the three film libraries andDr. Quigley's headquarters for the entire distributionsystem. The three libraries circulate the featurefilms on a regional basis.Visual 1/8 - EquipmentIndefinite loan of a filmstrip projector, overheadprojector, screens and tables has covered around4000 classrooms. New programs and teacher trainingcenters have received, or will receive the same basicequipment along with 8mm projectors. On a selectedbasis the Regional Media Centers are distributingother media equipment items. We are planning someallocation of Carousel projectors and heat copiersnext year.

Visuals 1/9, 10 11 - Project LIFE#9. These visuals tell their own story. LIFE meansLanguage Improvement to Facilitate Education of Hearing

106

Impaired Children - v ia:#10. f ilmstrips , aud io tapes , movies on a programmedinstruc tion base, supplemented by#11. story books, di ctionaries and workbooks. Theproject has consolida ted its programming and f ilmproduction. The instrumentat ion problem seems re-solved . We expect over 120 f ilmstrips to be readyand field tes t ed in 200 varied sites next year. Inshort, LIFE is really on the track and "highballing".

Visual #12 - WorkshoysWe will continue the s tudy-guide and caption writersworkshops. These sessions have been combined. Thissummer they will be at the Pilot School in Dallas.You all have seen the products of the meetings inthe guide books and the capt ions on the educ ationalf ilms.

Visual #13 - New Mexico State Univers ityThe visual per ception s tudy f or deaf prescho olerscontinues. The children of the exper imental groupare now of age to determine the effec t of perceptualtraining on reading. We are looking to the Annalsto publish a short art cle on the ini t ial findingsof this study. We think they are significant.

Visual #14 - Symposiums on Educattonal MediaThe annual symposia at the Midwest Regional MediaCenter in Lincoln, Nebraska are becoming a mustevent. This year we had a record of 191 par ticipants.The maj or ity paid their own travel and expenses.Next year 's theme will be on Programmed Learning andwill be co-sponsored by the S outhwest Regional MediaCenter. .

Visual #15 - Vocational ProgramsThere has been a high correla tion of s tudents trainedin card punch operation, using our ma terials , and jobplacement. We have also added a comprehensive filmedcourse in typing.

Visual #16 - Electronics Assembly-T.R. W.Seventy hours o f media ted programmed instruc tion havebeen developed . A one semester cours e that provideshigh entry level skills . The project will includefive large demonstrations at schools for the deaf anda voc,Ational pr ogram f or spec ial students. Thesedemonst rations will be sustained mainly by s tate vo-cational rehabi litation funds . Rehabilitation will

101

r

provide the instructor, equipment, in-s ervice andinstallation services. Media Services and CaptionedFilms will provide the media. This instructionalmodel de serves more attention. Many vo cationa 1 andacademic courses can be packaged in this manner.

Visual ii 17 - John Tracy ClinicA comple t e film series on teaching speech to the deafis being produced at the John Tracy Clinic. Thesema terials will be made available to teacher trainingand spee ch and hearing c enters We hope to have thef ilms in circula tion this coming school year.

The fo llowing project s are new, having been funded inJune o f 1969. Most of them are demonstration proje cts inother areas of except ionalit y.

Visual # 1 8 - Callier Hearing & Speech CenterThe proj ect is applying a systems approach for indi-vidualizing instruction f or deaf children. Elementaryage children are proceeding on an individualizedformat. We have arranged to compare their progresswith a "traditional" con trol group and to have ahard look at cos t effec t iveness .

Visual 111 9 - Dubnof f School of Educational Therapy -Project ME (Media for the Exceptional)The aim of this project is to create, develop, andproduce integrated unites of instruction based on amultimedia , mult isensory systems approach to enhancethe learning program for exceptional children aged3 to 6 years. Commercia lly available audiovisualdevices and materials will be empirically evaluatedin the classroom with re spect to their applicationf or the education of the exceptional child. Existingaudiovisual materials will be integrated with bookmaterials , manipulative materials , and gross per ceptual-mo tor exercises into a 1 ogical, meaning f ul progressionof instructional s tages and steps to be followed by ateacher over a prescribed period of time .

Visual #2 0 - Educational Media Inc.As Phase I, this project undertakes a f easibilitys tudy to determine the needs for developing structuredprogram materials for us e by parents in the promotionof a young retardate's skills in communication,self-reliance, and envir onmental controls. Additionalphases will center upon :Phase II-Development and Produc t ion of MultimediaMaterials

108

Phase IIIDemonstration, Implementation and Evaluationof Materials Produced Under Phase IIPhase IV-Adap tation of Materials and Techniques toMeet the Needs of Children

Visual #21 - SyracuseThis project is designed to demonstrate an effectiveand efficient computer-based system of evaluatingand f ield tes ting educational media with a varietyof handicapped children. Additionally, the projec tis concerned with developing new mat etials and demon-strat ing effective techniques for educating handi-capped children with major emphasis upon maximumsuppor t of the learning process through media, tut oring,team teaching , and a systems approach to education.

Visual #22 - Bureau of Education f or the Handicapped -WisconsinThe aim of this proj ect is t o develop a series of 1 5to 20 minute films each depicting a problem categoryas def ined by special education teachers, along withthe various successful strategies that teachers haveworked out to cope with these problems. The sevencategories of problems being analyzed for innovationand effective solutions were based on the f indings ofan earlier s tudy funded by the Office of Education"A Taxonomy of Teacher-Defined Problems in the Educationof Mentally Retarded Children."

Visual #23 - Atlanta Public SchoolsEf forts of this proj ect are centered on assistingteachers in the iden t if icat ion , selection, product ion,and utilization of media in the educational continuumat all grade levels. The immediate objective of theprojec t is to plan, develop , and demonstrate a systemsapproach to f acilitate the u t ilizat ion of me dia toimprove instruction f or handicapped children. Thesystems approach includes the development and unif 1 ca-tion of a media team.

Five selected target schools will demonstra te theutilization of media .

Visual 1/24 - Texas School f or the B1 indThis project ' s major goal is to stimulate developmen-tally the sensory awareness of visually impairedchildren to achieve maximum proficiency in educationaland daily living skills. Films and printed material

109

will be dev eloped f or the purpose of tea cher trainingin the use of special media mater ials.

Visual #25 - Sallisaw, OklahomaThis project involves the establi shment of an audio-visual and instructional media services center f ormentally re t arded children . This center will servea nine county area which has 23 classes with a totalof 319 mentally handicapped childr en, 80 percent ofwhom are Indian. The center will select and cat ego-rize materials, maintain a continuou., con tact wi thteachers to be served, and provide inserv ice typetraining to teachers of the mentally retarded withthe latest materials available.

Visual #26 - Alexander Graham Bell AssociationA special edition of the N ational Geographic SchoolBulletin, called "World Traveller" , is being developed.The Bulletin will be appropriate f or independentreading by a large number of language handicappedchildren.

Twelve issues of 50 ,000 copies ea ch will be distr ib-uted to a limited number of schools without cost forthe purpose of evaluation. Provided the response to

the new school Bulletin is adequa te to support con-tinuation on a subscription basis , the AlexanderGraham Bell Associa tion f or the Deaf, , with the con-tinued cooperation of the Nationa 1 Geographic Society,will continue publication .

Visual #27 - H.R. B . Singer, , Inc.An investigation is being made of the alternativemethods for making televis ion a more valuable educa-tional and recreational medium of communication f orthe hard of hearing popula t ion and to study, in par-ticular, the effects of program captioning on thetelevision viewing public with normal hearing. Atotal system to implement the cap tioning and subs e-quen t transmission of network television programs willbe designed and developed.

Visual 1128 - Parent Reality GroupsThe development of a model for f acilitating the normalparents acceptance of the ir perceptually deprivedchildren is the aim of this project. The model speci-fies video presentation of group methods designed tofacilitate such acceptance .

110

Methods to assist normal parents of perceptuallydeprived children will be developed to cope withspecific problem areas producing a negative effectinimical to the parent-child relationship.

Visual #29 Regional Media CentersThe Regional Media Centers represent our largesttotal investment and provide services to the field.Their common objectives are media trair.ing forteachers and media production. Each center has aunique function. At the Southwest Regional MediaCenter, New Mexico State University, their focus isprogrammed instruc tion and instruc tional systems.Educational motion pictures and related media isthe role of the Midwest Regional Media Center at theUniversity of Nebraska, Our Northeast Center at theUniversity of Massachusetts concentrates on transparencies and response systems. Educational televisionis the charge of the Southern Regional Media Center atthe University of Tennessee. We feel the RegionalMedia Centers are providing programs for the deaf,resources necessary for reneT,al.

Visual 1/30 More Effective TeachingConcluding Visual.

111

What Now??

As one travels around the country and participates inconferences such as this, you frequently hear referencemade to the Babbidge report or to the studies of Kohl,Vernon, Quigley, Boatner, Hester, Frisina, Stuckless,Meadow, McClure, et.al. All of these studies are arrivingat the same basic conclusion, namely, we have all workedpretty hard at this task of educating deaf children butoverall the endproduct leaves much to be desired. Hence,after the initial shock, some soul searching and a few"mia culpas" we ask "How come?" Data is accumulating toindicate there are several reasons for our lack of realsuccess. It would be rather easy to fall into the trap ofadhering to any particular thesis and feel that once thischange is made, over a period of time, a bolt from out ofthe blue will strike and Eureka we have won the fight!

If we are honest and give a good hard look at the bulk ofthe children entering our schools today we know there isno one way. If we are realistic we will plan the curriculumof the future, realistically. The small percentage of ourbright deaf kids usually "make it" in spite of the systemand its obstacles. In the best of all worlds, we will stillfind a large percentage falling short of the mark even ifthe controversy on communication were resolved. Perhapsour biggest failure is yet to come. Should we, at thistime, not be perceptive enough to make an analysis of thecapacity, potential and limitations of deaf persons, shouldwe divest our energies principally in Academe, should weconfront our task with little consideration of the socialand moral aspects of the deaf person there can be realfailure ahead. One has only to look at the pace of automation and technology, especially the advances in communication and mass media to realize that we must be a great dealmore creative and farsighted if the deaf individual of the1970's and beyond will, indeed, be a fulfilled individual.

One of the early goals of Media Services and Captioned Filmswas to provide media software. Software necessitated hardware. Mediaware (to use Dr. Wyman's term), necessitatedtraining. An effort was soon launched attempting to provideall of this. The following is the box score:

1. 27,625prints of 425 titles 16mm instructionalfilms

2. 11,650-8mm cartridge loop films3. 168,000filmstrips

112

4. 68,600-slides5. 225,000-transparencies6. 141,000-items of printed materials7. 25,000-media equipment items

In 1960 Dr. John Gough found that there was one school forthe deaf in the United States with an audiovisual personon the staff. Due to, in a large degree the Media Servicesand Captioned Films program, almost all schools and pro-grams for the deaf now have a media program and trainedstaff responsible for this activity. Virtually everyadmin.istrator, supervisor, trainer of teachers, teacherand teacher in training has been exposed to some type ofmedia training provided by Media Services and CaptionedFilms.

At this point we might ask, "What has been the result ofall this?" "Can we quantify and qualify the Federal in-vestment?" "What has changed?"

Much has changed in programs fOr the deaf. Classrooms andbuildings are reflecting innovation and utilization ofmedia. Media Services and Captioned Films has stimulatedan interest and enthusiasm in media. Evidence of this isshown in the application of other federal funds such asTitle I, III, and VI-A to providing media capability. In

many cases, "hard money" is being used for media or instruc-tional materials centers. As mentioned before, we now findmedia specialists in most schools. A growing number ofteachers are applying advanced techniques in their teaching.They have discovered that what is of significance islearning instead of teaching. They are implementingteaching objectives that measure each increment of learning.In one or two schools there seems to be partial commitmentto a systems approach.

On the other side of the ledger we have found projectorswe have provided still unpacked. Sometimes they areunpacked and are in the back of a classroom with the dustcover never removed. A recent survey of programs havinghad Proj ect Hurdle did not make us jump with j oy. Proj ect

Hurdle, supported by the Southwest Regional Media Centerunder Dr. Marshall Hester, provided extensive mediamaterials and equipment to many schools in the west andsouthwest. It provided a media specialist for one fullsemester. The follow-up indicates there are a few hotspots where the idea really took roots but generally en-thusiasm and utilization waned after the specialist left.

113 ,01 rr)

As I have mentioned , a very large percentage of educatorsof the deaf have had some form of media training. Still ,one can visit classrooms and schools and little evidenceof media infusion in the instructional program.

Through projects or in conf erences many, proven models ofeffective instruction have been brought to the attentionof top level school people. These models are intended topromote the idea that educational technology can be partof the solution to the teacher shor tage, to quality in-struction and to the rising cost of present instructionalsystems. There seems to be very remote interest in suchmodels and little cognizance of their generalizability.In short, "no takers" .

If Media Services and Captioned Films has accomplished onething - it has, in my judgement, planted the seed f orCHANGE. Albeit, the batting average is not remarkable asyet, but change is occurring .

Some of you may be familiar with the "Study of EducationalChange and School Improvement" being conducted by theKettering Foundation. This major study involves eighteenindependent school districts in southern California . Someof the findings of this study are germane to this discus-sion. It asks the question: "Can educators leave the staticways and static guidelines which have dominated the historyof schooling and adopt the process ways which must becomethe educator s ways if the school is to survive?" They arefinding, in the League of Cooperating Schools , that it isextremely dif ficult to effect change in any real sense,while "school keeps". They have discovered that at timesteachers run past administrators in a drive to acquirenew professional knowledge and skills which they seem notto have needed before. This drive has an impact on ad-ministrator' s feelings of adequacy. Another poignantresult has to do with a malady they call "do-goodism".Service from a university or federal source is soughtafter and expected by the schools. This comes by way ofconsulting, speaking , conducting workshops, etc. It isdoubtful if much progress results from such service becausetotal involvement and commitment from the faculty does notexist. Also , of consequence is that such service has madeschools increasingly dependent and decreasingly self-renewing.

With respect to our f ield we can observe similar problemsand patterns. In my judgement, what has tended to stultify

114 #7,

our ef forts has been the rather archaic concept of mediain the traditional "A-V" matrix, Media is still viewedas a "something nice to have" in a school. It hasgenerally moved higher in the order of importance thanan antiquated movie projector and a dozen or so films keptin the basement, to at least a stature as acceptable ascarpeting and loop auditory systems . We should not beunhappy. However, what is really lacking is seeing therole of media and educational technology as an integralpart of the instructional sys tem as opposed to supple-menting the existing system. If hard choices had to bemade by many programs for the deaf, their media activitieswould be cut out along with physical education, ar t , fieldtrips, etc. Educational technology is more than an appen-dage to an eff ective instructional system, it is the system.

A great deal of what I see happening or not happening, Ibelieve, is part of the metamorphasis of educational growthand change. One of the most salient , well written govern-ment reports I have come across is the Report to thePresident and the Congress by the Commission on Instruc-tional Technology. It is of some consolation to read suchcomments as:

Dissatisfaction with American education iseverywhere evident. Opinions as to what shouldbe done of ten contradict each other. But thereis a clear demand for action that will enhancethe learning of the individual student , the

ef fectiveness of schools and colleges, and ulti-mately the quality of the nation' s lif e.

In view of the recent literature and our own dissatisfactionthe following quote is very apropos:

A state of the art remark goes like this:

Today technology touches only a small fractionof instruction. Colleges , universities , and

s chools have been using televison, films,computers , or programed texts in instruction,but to a limited extent The results are mixed,with some institutions making a creative andsustained use of the new media while o thers,af ter an initial burst of enthusiasm, quicklylosing interest.

Sound familiar?

115

I have touched on the role and potential of educationaltechnology in my remarks. What I am leading up to is

very well said by the Commission:

Our study has shown that one-shot injections ofa single technological medium are ineffective.At best they offer only optional "enrichment".Technology, we believe, can carry its fullpotential for education only insofar as educatorsembrace instructional technology as a systemand integrate a range of human and nonhuman re-sources into the total educational process.

As we ponder the future of deaf persons, with the past asprologue, we must have the courage to change the mold ifwe expect to give them a better "shake". We need to seeadministrators with commitment to embrace new ideas in atotal sense. I feel we are at this stage in the 70's.Media Services and Captioned Films is interested in a dem-onstration media saturation project in some school forthe handicapped. This would be a sizeable investment buthopefully, would develop a model that could be evaluatedon the basis of more learning for less dollars. However,before we can take this step we must have commitment fromevery level to create, if you will, a different school.

Educational technology provides the vehicle by which wecan give every deaf child the best and most realisticeducation. It is unfettered by historical, philosophicaldilemmas. If we fail to take immediate action the BabbidgeReport 150 years hence, will again chide us for ineffective-ness. The gauntlet is out, someone needs to take it up.Who is up to it?

Bibliography

To Improve Learning, A Report to the President and theCongress of the United States by the Commission on Instruc-tion Technology, U.S. Government Printing Office: Washington1970

Goodlad, John I. "Change", IDEA Reporter, Melbourne, .Fla,Florida, Fall 1969

116

EDUCATION OF THE DEAF IN FLORIDA

Floyd T. Christian, Commissioner of Education, Florida(Delivered by Zol lie Maynard, Executive Assistant to the Commissioner)

It seems fitting that this conference should be meeting here inSt. Augustine, Florida. For here, in the oldest town in America, you aremeeting to discuss one of man's oldest concerns -- deafness: Its causesand possible ways to keep deafness from occurring -- educational proceduresfor the deaf child, youth, and adults -- vocational and professionalopportunities for the deaf members of our society. Yet, here in Florida,at the beginning of this new decade, we offer you even more than the richheritage of history found along San Marco.

We offer you the challenge of your new world as seen only 120miles away at Cape Kennedy.

It is this bringing of the new world to bear on the knowledgegained through the centuries which I would like to explore with you today.I do not pretend to be an educator of the deaf; I do not pretend to knowthe history of educational procedures for deaf children, or the history ofhearing aids, or the history of the social treatments of the deaf. As aCommissioner of Education, however, I do know that a person in my positionwants the best for the children he represents: The best health, the besteducation, the best employment possibilities, the best family life, thebest social life that our knowledge, past and present, can offer.

As to health and the deaf child in the 1970's -- First, certainlyit is hoped that many of the diseases which cause deafness will be elimin-ated by preventive medicine. It is our duty -- yours and mine -- toeducate parents and prospective parents to take advantage of innoculat ionsand other medical procedures advocated by our medical associations and healthagencies.

Second, what a marvelous step forward it will be when we willknow if a child is deaf within the first year of his life. Although manychildren are now being tested at birth for possible hearing loss, too manychildren are four, five and six years old before they are found to haveimpaired hearing.

111

Third, I can think of no finer group than yours to encouragethe public at large and the medical and education professions in particu-lar to continue and extend the testing during this decade of each child'shearing. Too many children still must prove that they are hearing impaired.They prove that they have severe hearing losses by failure in school, lackof spoken vocabulary, and behavior which is not the same as their brothers,sisters or playmates.

Another point which I believe we can put under the heading of"health" is hearing aids. During the 1970's I can only imagire that hearingaids will be better constructed, presenting a better image of sound to theear, and -- let's hope -- will be less expensive.

As to the education of the deaf -- I understand that there aresome differences of opinion as to the best method of teaching the deafchild. Regardless of these disagreements, I believe we would all agreethat education of the deaf is on the threshold of greatness. During the1970's, perhaps you will take the best of your scientific world and bendits offerings toward helping the deaf.

For example, I understand that it is not unusual for a youngdeaf adult to be two to three years academically behind his hearingfriends. With the assistance of early identification of children withhearing loss, with better amplification, with better medical care for ouryoung deaf, hopefully this academic gap will be closed.

Perhaps more important, however, from my point of view, is the

teaching which our deaf students obtain. Surely if there is any meaningto the words "individualized Instruction" these words come to life whenthinking of the young deaf child and hit., education. Not only does"individualized instruction" mean a different type of hearing aid foreach child who needs one; but individualized instruction also means whatmethod seems to present our language best to this particular child; whatfuture or futures seem best for this particular child -- not deaf studentsin general. It will be interesting, to see what the Model High School forthe Deaf presents on these matters.

When speaking about education, I must include education ofparents, also. We are very dependent upon the understanding of parentswhen we speak about education. I can only imagine this to be even moretrue of parents with a child who is deaf. I can think of no reason, how-ever, why a parent of a small child who is deaf would know how to help thischild.

118

What frustration there must be to realize that the major form ofdiscipline -- the human voice -- is no longer of use to you. llow confusing

to see that you must be in the line of vision before your message can beinterpreted. So I can only image that one of the largest jobs of educatorsof the deaf is to assist the parents of the child.

May I join with you in hoping that the 1970' s offer all of us theopportunities of talking with parents before their confusion, hurt andmisunderstanding become too large.

As to vocational and professional futures for the deaf -- onceagain, it seems that vdcations are receiving the dignity which they shouldreceive. To a large degree, I envy you the opportunity of surveying thisnew decade and discovering new roads for our deaf adults to follow. Onceagain I caution, however, that individualiz,-d guidance like individualizedinstruction will be required more in the seventies than ever before.Where once shoe repair and printing were thought of automatically for theboys and beautician and packaging were thought of for the girls, thesevocations are only a few of hundreds provided in our technical world.

I would like to insert a Florida note here, if I may. I

sincerely hope that you are as fortunate in your state as we are herewith the assistance from Vocational Rehabilitation. Our VocationalRehabilitation people were so helpful that they were wooed away from theDepartment of Education to another state agency. This, of course, is oneof the highest compliments given to a division -- being wanted by more thanone state agency.

Nor has this change in affiliations altered the assistanceprovided by these men and women in Vocational Rehab. to our deaf studentsand adults. The only detriments to their assistance seem to be the timehonored ones: A heavy case load, lack of sufficient time -- and money.

I share with you the enthusiasm for the National Institute ofTechnology for the Deaf located in Rochester, N. Y. We are watching withinterest its progress. Once again, it seems that a program for thehandicapped will help all education in planning appropriate types ofeducation for its children.

When speaking of the best family life, I mean all of the thingswhich have been mentioned earlier. To have a good family life, it seems to

me that this should be holding a job which is within the person's ability,interest, and in which he takes pride; his home is within his means and iswell-tended; his health and his family's health are good; he is protectedby law and can obtain legal counsel if and when needed.

Along with his family life, is also the deaf adult's sociallife. Certainly our education for the deaf should include the importantopportunities for any given adult to select the social environments intowhich he wishes to fit, play, work, and live. I hope that our educationalsystems do not confine our students to only one or at most -- two social

worlds in which they feel comfortable.

Much more could be said -- and I am sure much more will be said --on these matters before your conference is over.

May I again welcome you to Florida where we have the oldest community and also the launching pad for walks on the moon. Perhaps, in conclusion, this is the year of the dog according to the Chinese, the age ofaquarius, according to astrologists, and the decade of the deaf according

to educators. May I join you in making the last come true.

120

A COOPERATIVE PROGRAM OF VOCATIONAL REHABILITATION

FOR DEAF STUDENTS AT THE FLORIDA SCHOOL FOR THE DEAF AND THE BLIND

Craig Mills, Director, Division of Vocational Rehabilitation, Tallahassee, Florida

Many of you attended the Las Cruces Conference on Education and

Vocational Rehabilitation of the Deaf in the Fall of 1967. That national

conference brought together nearly all of the Rehabilitation Directors in

the country along with Executives of Schools for the Deaf, representatives

of public and private agencies serving the deaf and many deaf people. We

were challenged as never before to do something dramatic in serving the

deaf, and certainly Vocational Rehabilitation and State Schools for the

Deaf were challenged to pool their efforts and resources.

This was a timely meeting for us as we had taken a h,Ird look at

our Vocational Rehabilitation program for the deaf in 1966 and had to admit

that we did not have much to offer our deaf clients. We had maintained a

counselor at the School for the Deaf for a number of years, but there was

practically no liaison with our District Offices. We had practically no

staff members in the field who were capable of working with the deaf, and

no one in the State Office responsible for coordinating a State-wide

program for deaf clients.

We had three or four staff members who had attended short

courses at Gallaudet or the University of Tennessee, but we really had not

taken advantage of their training. We realized even before Las Cruces that

if we were to have an effective program in Florida we had to have a close

working relationship with the School for the Deaf and we had to have an

adequate staff of counselors who were able to communicate with the deaf.

We had explored the training opportunities and had asked the

University of Tennessee and the program at Monmouth, Oregon to give us

openi.igs at each of their sessions, and we developed a vigorous program of

recruitment among our own staff.

Dr. William McClure became President of the Florida School for

the Deaf prior to the Lan Cruces meeting, and indicated that he would like

to have an active Vocational Rehabilitation unit on the campus. With

this encouragement and leadership, we joined hands to develop a cooperative

1Y.cogram.

You are all aware of the inter-agency system of "third party"

Vocational Rehabilitation programs in which another unit of government con-

tributes funds or designates certain staff members to participate in a

joint program with Vocational Rehabilitation. These funds or the salaries

of these staff memlers are certified as State matching funds to earn fed-

eral Vocational Rehabilitation funds for an expanded rehabilitation project.

This Ilas becmne a standard procedure in most states.

Our program operates through a Program Policy Planning Committee

which is chaired by Dr. McClure and includes the Principal of the School

122

for the Deaf, the Director of the Evaluation Center, the Supervising

Teacher of the Advanced Academic Department, and the Supervising Teacher

of the Vocational Department of the School. Representing Vocational Rehabil-

itation are the Jacksonville District Director, the Supervising Counselor

stationed at the school, and a member of the State Vocational Rehabilitation

staff. A sub-committee of four members conducts the day to day implementa-

tion of the plan.

The program calls for all deaf students age fourteen or above, to

be referred to Vocational Rehabilitation. Under the program plan each

student should have the opportunity to progress through a three-phase

program of evaluation, personal adjustment and prevocational training and

on-the-job training in addition to pursuing his regular academic or voca-

tional program.

This cooperative prograni calls for diagnosis, evaluation and

assessment, counseling, training, instruction and teaching. The school

provides a curriculum composed of academic, prevocational, vocational and

personal adjustment training. Selected students will be placed in on-campus

job-training stations or in on-the-job training in the community. While

students are at home during the sunaer, the home-district counselor will

endeavor to develop on-the-job experience and tutorial or personal adjust-

ment training if needed. Every effort is made to provide feed-back of

information to all who are working with each student.

Vocational Rehabilitation can assist in providing hearing aids

when recommended, other prosthetic appliances, and certain medical

services which may be beyond the scope of those usually provided by the school.

123

/!<1."7"

The program at the Florida School for the Deaf offers an unusual

opportunity for work evaluation because of the splendid staff and equip-

ment in the vocational program. This extensive shop program plus exten-

sive plant and grounds maintenance operations, offer many opportunities

for individually planned rotation to work assignments of a sampling or

tryout nature. Under appropriate supervision by a skilled work-evaluator

and teacher this can be the core of the vocational diagnosis and evalua-

tion process. Over a period of several years each student will have the

opportunity to go through the sequence of evaluation, personal adjustment

and prevocational training and perhaps vocational training or on-the-job

training.

No other possible combination of resources in our State could

bring together the skills of the academic and vocational staffs, the audi-

ologist, the psychologist, the social worker, the physicians and the reha-

bilitation counselor and bring them to bear in such a coordinated fashion

for the benefit of deaf students. Never before have we had such extensive

information available to us on deaf clients, or such an extended period in

which to plan a post-school program for deaf students.

But much of this good work could be lost without adequate follow-

up or support from the home district.

To avoid this problem we bring our counselors from all sixteen

districts to St. Augustine every quarter. This gives them an opportunity

to meet their students in a counseling session with the counselors who are

working at the school. In this way the home district counselor can take

4-10)

124

part in developing the plan for further training or job placement and can

be assured that the plan is realistic.

The student can get to know the home-district counselor and look

on him as a friend rather than a stranger he must report to when he

graduates.

The home counselor keeps duplicate case folders on each student-

client, makes contacts with the family, and as indicated earlier, will

endeavor to work with each student when he is at home during the summer.

These quarterly meetings serve as a staff training conference

for our counselors for the deaf and give them an opportunity to hear pro-

grams presented by faculty and staff of the school, outside consultants and

deaf leaders.

An additional feature of the cooperative program is the summer

evaluation program for low-achieving deaf youths and adults. For eight

weeks during the summer period certain faculty and staff members join with

the rehabilitation staff to provide an intensive evaluation anc: personal

adjustment training program for fifteen to twenty young people sent in from

all our districts. Generally these are people who are practically illiter-

ate, have little or no communication skills, and are unemployed. As a

result of this program, the past two summers we have been able to make

plans for a substantial number of this difficult group. A third session is

being planned this summer. In most parts of the state we do not have any

facility for evaluation or personal adjustment training for low-achieving

125

deaf. This summer program has partially filled this need and has helped

us to develop programs for these clients in a few of the workshops and

rehabilitation facilities.

We now have three full-time counselors and two secretaries at the

school. There are fifteen counselors in the Districts who have attended

one or more of the counselor training programs at Tennessee or Monmouth.

Two counselors have Master's Degrees from Gallaudet. One of these is deaf.

Eight of our supervisory staff have had training. One finished the

Leadership Training Program at San Fernando Valley last year and another is

there now. We will send six or eight people to Oregon this year for the

orientation program, and will have others attending the one-quarter program

at Tennessee,

We had 197 deaf persons rehabilitated last year. We have 15 at

Gallaudet, four at N. T. I. D., 21 attending Junior Colleges, seven at

other Senior Colleges, four in out-of-state special programs, 14 in

technical or commercial schools, 10 in Vocational Schools, 25 in Workshops

and Facilities, and 53 who are in other public school classes. There are

224 students at the Florida School for the Deaf who are also rehabilitation

clients.

There are 417 others who are referrals or who are in some other

stage of service for a total of 787.

126

In the two and one half years since Las Cruces, we have come a

long way. The cooperative program at the School for the Deaf will always

be the major hub of our Vocational Rehabilitation program for the deaf.

We can be sure that every deaf student there gets our service. We hope

that with this base for experience, staff development, and in-service

training, we can expand our program in every District to reach every deaf

person who needs rehabilitation services.

127

Minutesof

The Forty-Second Meetingof

The Conference of Executives of AmericanSchools for the Deaf

Ponce de Leon LodgeSt. Augustine, Florida

April 5-10, 1970

I. CALL TO ORDER

President Ben E. Hoffmeyer called the meeting to order at 9:00 A.M.,April 6, 1970

II. ADOPTION OF OFFICIAL PROGRAM AND AGENDA

Dr. William J. McClure moved that the program and agenda as printedbe adopted, seconded by Mr. George Thompson, and passed.

III. COMMUNICATIONS

The President read comnmnications from the following: Dr. Mary Switzer,Mrs. Ethel A. Poore, Dr. Elwood Stevenson, Dr. Richard G. Brill and Dr.J. A. Klein.

IV. INTRODUCTION OF NEW EXECUTIVE HEADS OF SCHOOLS

The following new heads of schools for the deaf were introduced by thePresident:

Dr. William N. Craig, Superintendent, Western Pennsylvania Schoolfor the Deaf

Mr. John Caple, Acting Superintendent, Georgia School for the Deaf

V. OFFICIAL PROXIES

The following persons were accepted as official proxies:

Mr. Gary Curtis, American School for the Deaf, representingDr. E. B. Boatner

Dr. F,Ogene O. Mencke, University of Oklahoma Medical Center,representing Dr. Helen Ross Walker

VI. ROLL CALL OF MEMBERS

The President requested that all regular and associate members registeron the cards provided by the Secretary. All members and guests presentwere asked to stand and introduce themselves. Dr. Hoffmeyer introduced

129

Mr. Rance Henderson as Superintendent-elect of the North Carolina Schoolfor the Deaf.

VII. APPROVAL OF NEW SCHOOL MEMBERS

Dr. Bbffmeyer read a list of new school members that have been recommendedby the EXecutive Committee for membership in the Conference. DPon amotion made by Dr. Stanley Roth, seconded by Mr. William J. McConnell,the following school members were approved:

1. James Madison School, etc.2, Seattle Community College, etc.3. Delgado College Academic, etc.4. st. Paul Technical Institute, etc.5. Hackensack Program for the Deaf, etc.6. San Mateo Classes for the Deaf, etc.7. Western Suburban Association, etc.8. Northwestern Illinois Association, etc,9. Southwestern School for the Deaf, etc.

10. Black Hawk Hearing Handicapped, etc.11. SELACO program for the Deaf, etc.

VIII. APPROVAL OF ASSOCIATE MEMBERS

President Hoffmeyer read the names of those recommended for associatemembershipfrom theHarrington,ship:

by the Membership Committee. Nominations were also acceptedfloor. Upon motion made by Mr. Roy Parks, seconded by Dr. John

and passed, the following were approved for associate member-

NAME NOMINATOR

1. Dr. John G. Nace Mr. Paul J. Rudy2. Mr. Albert G. Seal Dr. Lloyd V. Funchess3. Mr. S. Theadore Guttadore Dr. Armin Turechek4. Miss Patricia Stafford Dr. Kenneth R. Mangan5. Mr. Virgil Flathouse Dr. Kenneth R. Mangan6. Miss Vivian Tasker Dr. Kenneth R. Mangan7. Dr. Robert Prince Dr, Kenneth R. Mangan8. Mr. Wendell Duncan Dr. Kenneth R. Mangan9. Dr. McCay Vernon Mr. David Denton

10. Mr. Kenneth Kritz Mr. David Denton11. Mr. William Greene Mr. David Denton12. Mr. Peter Ripley Dr. Ben E. Hoffmeyer13. Dr. Frieda Hammermeister Dr. William N. Craig14. Dr. James A. Fricke Mr. David Denton15. Miss.Matte Lee Box16. Miss Kathleen McKinney17. Mr, Marvin Borley18. Miss Margaret Moore19. Mr. Harry Penny

130,r; r (a

20. Mr. John Shipman21. Mr. Robert Van Dyke22. Mi s s Alvare z

23. Dr. Hubert Summers

IX. RECOGNITION OF HONORARY MEMBERS

Mr. Joe R. Shinpaugh

Dr. Laurene Walker, retired Superintendent of the South Carolina Schoolfor the Deaf and the Blind was recognized.

X. APPROVAL OF MINUTES OF TIE )41st MEETING IN BERKELEY, CALIFORNIA

Upon motion of Dr. Armin Turechek to approve minutes of the )41st meetingof the Conference, held at Berkeley, California, seconded by Mr. RichardLane, the minutes were accepted.

XI. PRESIDENT I S REPORT

Dr. Ben E. Hoffmeyer, President of the Conference of Executives andSuperintendent of the North Carolina School for the Deaf, gave hisreport, which is printed elsewhere in these proceedings.

The meeting was adjourned at 9:45 A.M.

FIRST BUSINESS METINGMonday, April 6, 1970

The first business session of the )42nd. meeting began at 10:00 A.M. inthe conference room at the Ponce de Leon Lodge, St. Augustine, PresidentHoffmeyer presiding.

XII. REPORT OF THE TREASURER

Dr. Howard M. Quigley, Executive Manager, presented a financial reportfor the Treasurer. A copy of this report, for the period. July 1, 1969to March 31, 1970 is printed elsewhere in these proceedings.

XIII. REPORT OF TIM EDCECUTIVE MANAGER

Dr. Howard M. Quigley presented the Executive Manager's report, a copyof which is printed elsewhere in these proceedings.

XIV. REPORT OF TIM EDUCATIONAL MEDIA DISTRIBuTION CENTER

Dr. Howard M. Quigley presented the report on operations at the EducationalMedia Distribution Center, a copy of which appears elsewhere in these

131

/!4

proceedings.

(At this point President Hoffmeyer asked. the Conference parti-cipants for ideas and/or suggestions for making use of CEASDfunds now available, to help deaf children.)

XV. RETORT OF THE EDUCATIONAL MEDIA CORPORATION

Dr. Roy M. Stelle presented the report of the Educational MediaCorporation, including finances. A copy is printed elsewherein these proceedings.

XVI. RETORT FROM NACEID

Mrs. Patricia G. Forsythe, Ekeautive Secretary of the NationalAdvisory Committee on Education of the Deaf, Department of H.E.W.Washington, D. C., made the following statements:

The NACEED was created by law in 1965 and consists of twelve mem-bers. The Committee has three functions: (1) to revlew programsfor the education of the deaf; (2) to look at research and makerecommendations to the Secretary (H.E.W.) for improving programs;(3) to encourage the collection of data with regard to theeducation of the deaf and to make recommendations to the SecretarYfor new legislation.

The Committee meets twice a year, and has offices in the Office ofthe Secretary, Robert Finch.

Two laws have been passed delegattng the NACEDIs responsibilities;(1) serve as advisor to the Secretary on the Mbdel Secondary HighSchool for the Deaf and (2) the National Media Center.

The Committee is involved in legislation concerning the deaf,particularly, but also legislation on the handicapped - besidesthe deaf and the blind. Copies of a list of legislation whichhas already been passed were distributed.

NACED committees serve four age groups: 0-5, 6-16, 17-21 and 21-plus, with a chairman of each group. When a problem arises withina particular age group, only that group is called together todiscuss the problem.

Two planning grants have been awarded, one to Catholic Uni.versityand one to George Washington University, both in Washington.Their mission is to study how to organize all media activitiesfor the handicapped. Planning funds have been appropriated forthis program and have been given top priority. AAy college oruniversity can present a proposal on the topic "A Design for a

132

National Media Center". All proposals must be in bySeptember 1, 1970.

XNII. REPORT OF THE .ANNALS JOINT ADMINISTRATIVE COMMITTEE

Dr. William J. McClure, chairman of the Joint Comnittee, presenteda report to the Committee. Dr. Howard Quigley presented thefinancial report. These reports appear elsewhere in theseproceedings.

Dr. McClure thanked Dr. Quigley for putting ANNALS funds on abusiness like basis. He stated it took a great deal of organiza-tion and planning to do it, and as a result the ANNALS is now inthe position to become more self-supporting.

President Hoffmeyer then thanked Dr. McClure for serving as Chair-man of the Joint Committee, spending a great deal of time on theCommittee's work in addition to his duties as President of theFlorida Schools.

President Hoffmeyer asked for the reaction of the conference parti-cipants as to legielation being passed by some states enabling localschool systems to set up classes or a class for the deaf in questionableareas with untrained teachers with no professional supervision. ThePresdient stated that the Conference was not looking on this ascompetition because most state schools have a waiting list, but theConference is interested in seeing organized programs for the deafinstiNuted. By a show of hands denoting interest in this subjectthe President aSked the chairman of the Resolutions Committee,Mr. Richard Lane, to draft a resolution to this effect.

The meeting was adjourned at 11:45 A.M. for the Conference picture.

SECOND BUSINESS MEETINGTuesday April 7, 1970

The second business session of the 42nd meeting of the Conferencewas called to order by President Hoffmeyer at 11:25 A.M.

XVIII. REPORT OF THE EXECUTIVE COMMITTEE MEETING

President Hoffmeyer reviewed the activities of the ExecutiveCommittee as follows:

(1) Approval of New Associate Members:

On a motion made by Dr. Marvin Clatterburk, seconded by

133

-

Mr. David Denton and passed, the following were acceptedas associate members of the Conference of Executives:

NAME

Dr. Gilbert DelgadoDr. James FrickeDr. Eleanore MurphyMr. Fred SchreiberMr. Mervin Garretson

NOMINATOR

Dr. Howard QuigleyMr. David DentonMiss Frances CroninMr. David DentonMr. David Denton

(2) Change of the constitution to establish a nominating committee:

President Hoffmeyer asked for a motion to authorize theExecutive Comnittee to have the by-laws changed to permit theestablishment of a nominating committee, the change in by-laws to be published in the NNALS thirty days before thenext regular meeting to be held in Little Rock. Nominations

may also be made from the floor. Motion was made by Mr. ltuceSiders, seconded by Sister Nora and passed.

(3) Discontinuation of the Educational Media Committee:

On a motion made by Mr. Eldon Shipman, chairman of the Educa-tional Media Committee, seconded byMr. Walter Bellhorn andpassed, the committee on Educational Media was dissolved be-cause of lack of activities.

(4) Continuation of the Higher Education Committee:

President Hoffmeyer stated that the Executive Committee hadreceived a request from the Committee on Higher Education,which was established for the purpose of helping GallaudetCollege during troubled times, to be discontinued because ithad not functioned for some time. The Ekecutive Committeedecided that the Committee does have work to do and suggestedthat the Committee be continued.

(5) Expense accounta for the President and the Ekecutive Manager:

On a motion made by Dr. Marvin Clatterbuck, seconded by Mr.Melvin Brasel and passed, the travel and expense accounts wereestablished at $1,000 each for the President and the ExecutiveManager.

(6) Invitations for future meetings:

The EXeautive Committee recommended that future meetings beplanned at least four years in advance of the meeting dates.Motion was made by Mr. Richard Ybungers, seconded by Mr.Kennedy and passed, that this procedure be observed.

134 tr:11

(7) Compilation of Minutes of previous meetings:

The President announced that it is the desire of theExecutive Committee to get together all minutes of pastmeetings of the Conference of Executives and. keep a com-plete set of them in the National Office, It is suggestedthat the complete minutes might at some future date bepublished.

(8) The Executive Manager' s salary:

The President stated that it was felt that the ExecutiveManager had. really helped the Conference and. since the costof living is continually going up, he believes the ExecutiveManager' s salary should be increased. 1 0. Motion was madeby Dr. Hugo Schunhoff, seconded by Mr. James Little andpassed that the recommended increase be granted.

( 9 ) Fringe benefit s for employees in the National Office:

The Executive Committee authorized. fringe benefits such asmeacal and hospital insurance, as tell as social security,for employees of the National Office, up to 12% of salariespaid., and to be included, in the Executive Manager' s pro-posed budget. Motion was made by Dr. Edward Tillinghast,seconded by Mr. Alfred Lamb and passed authorizing this action.

(10) Communication from Pathfinders, Inc.:

The President reported that a request has been received fromPathfinders, Inc., a travel agency, regarding a tour ofAcapulco, Mexico, after the convention in Little Rock, inJune 1971.

(11) Attendance at the American Association on Mental DeficiencyMeeting:

Dr. Lloyd Graunke has been asked by the President to attend ameeting of the Ame2.1can Association on Mental Deficiency inWashington, D. C. to provide better programs for the mentallyretarded deaf. The President asked for a motion that a JointCommittee be established toward improving programs for thementally retarded deaf. Motion was made by Mr. Joseph Youngs,seconded by Dr. Stanley Roth and. passed, to establish such acommittee.

(12) Requests from the Executive Manager:

Dr. Quigley stated that occasionally matters of general interest

.41 4'1 4)

135

to the Conference axe involved in conunittee correspondence,and he would appreciate information copies of such corres-pondence that is pertinent to the national office files.

He also stated. that he would like to contact eii.tors ofschool papers for reprints of articles of general interest,to be used by the national office for free distribution.

The second business session adjourned at 12:00 noon,

THIRD BUSINESS MEETINGWednesday, April 8 , 1970

The third business session of the 112nd meeting of the Conferencewas called to order by the President at 9:15 A.M.

The President asked for a motion to accept the following nomineesfor associate membership:

NAME NOMINATOR

Mr. Frank Sullivan Dr. Kenneth ManganMr. Albert Pimental Mr. David Denton

Motion for acceptance was made by Dr. Lloyd Graunke, seconded byDr. Kenneth Mangan, and. passed.

XIX. REPORTS OF STANDING COMMITTEES OF TIM CONFERENCE

(1) Accreditation of schools:

In the absence of Dr. Ednmund Boatner the report on accreditationof schools was given by Mr. Lloyd Harrison. A copy of thisreport appears elsewhere in these proceedings.

(2) Dormitory counselors -training and. certification:

The report was given by Mr. Lloyd Harrison. He stated. that theCommittee recommends that a new classification be added. Heproposed the following motion:

Any dormitory counselor who, in the opinion of the executivehead of a member school, has given service for aperiod of fifteen years or more shall be eligible forspecial certification. This certification is for the purposeof recognizing personnel who have given outstanding service.for many years. Applications for special certification mustbe made prior to December 31, 1972.

The motion was seconded by Mr. Joseph Youngs and passed.

136

(3) The deaf-blind:

Mr. Edward Reay gave the report for the Committee, and a copy ofthis report is printed, elsewhere in these proceedings.

DISCUSSION ON THE WAGE AND HOUR LAW

The President stated that 90% of the schools have had to comply withthe federal wage and hour law and asked Dr. McClure to tell thegroup of some of the problems as encountered by the Florida School.

Dr. McClure commented that the wage and hour law had destroyed allincentive for dedicated employees, and every interpretation of thelaw was for the benefit of the employee. He cited many examples,incidents, etc. which have occurred at the Florida School under theaw with houseparent s 9 dietary- employee s and boiler room employees .

He wondered if any action should be taken by the Conference. He

suggested that perhaps the President could get the thoughts togetherand have a resolution written.

Dr. Clatterbuck told about the Oregon School which is able to hire ahigher caliber of employee by instituting the forty hour week. Hestated that the employee conaes to work fresh in the morni.ng at 8:00o'clock, takes the children to school and then becomes a teacheraide. Another employee comes on at 3;00 o'clock, leaves at 11:00,and a skeleton force comes at 11: -- P.M., stays awake on the nightshift, and the shifts double up at breakfast. Because of this,salaries have been increased.

One school reported it has three dormitories with only one house-parent on duty in each dormitory at aught.

The President stated that perhaps if the Conference feels itnecessary, a committee could carry this matter to Washington. Mrs.Forsythe asked if this shouldn' t be done at the state level first.Most of those present felt that it would be better to go toWashington.

Other comment s: try t o have houseparent s identified as professionals,since it is one of the intents to declare their work as a profession;consideration of the para-professional aspects.

It was decid.ed that the Dormitory Committee would. be the logicalgroup to work on this problem.

Education research:

No report given.

137

(5) Higher education:

Dr. Graunke presented the committee report. He moved that thereport be accepted, seconded by Mr. John Caple, and passed.

The third business session adjourned at 10:15 A.M.

FOURTH BUSINESS MEETINGWednesday, April 8, 1970

The fourth business session of the 42nd meeting of the Conference wascalled to order by the President at 2:30 P.M.

XIX, (continued)

(6) Interagency committee:

The report was given by Dr. Ralph Hoag. A copy of the report isprinted elsewhere in these proceedings.

(7) Membership Committee:

The report was given by Dr. Joseph GiaAgreco. It is printedelsewhere in these proceediAgs.

Dr. Giangreco moved that the $15.00 regular membership dues permember be included in one billing for the school membership. The

motion was seconded by Dr. Roy Stelle, and passed.

Dr. Giangreco moved that the Membership Committee be authorizedto accept or reject new regular or associate members. Mr. Harrisonseconded the motion and it was passed.

(8) Multiple handicapped:

The report was presented by Mr. Robert Kennedy. A copy is printedelsewhere in these proceedings.

(9) Statistics:

Mr. David Denton presented the report, a copy of which is printedelsewhere in these proceedings.

(10) Fullic relations:

The report was given by Dr. Stanley Roth. A copy appears elsewhere

in these proceedings.

(11) Council of Organizations Serv...ng the Deaf:

eft I:210

138

The Committee report was made by Dr. Stanley Roth. A copy of thisreport is printed elsewhere in these proceedings.

(12) Resolutions Committee:

Mr. Richard Lane presented the resolutions which had been handedto the Committee. All resolutions were passed and. an as follows:

No. 1. Appreciation for the McClure and staff. Motion made byMr. Brasel, seconded by Mr. Brady.

No. 2. Appreciation for the Board of Trustees, Mrs. Castro and Mr.Lester Huffstetler. Motion made by Mr. Adams, seconded byMr. Nyklebust.

No. 3. Appreciation for the Ponce de Leon Lodge, Coco Cola BottlingCompany, Women' s Exchange and the City of St. Augustine.Motion made by Mr. Brasel, seconded by Mr. Rudy.

No. LI.. Appreciation for Dr. Roy Stelle and the Program Committee.Motion made by Dr. Graunke, seconded by Dr. Demeza.

No. 5. Request for a national in-depth study workshop formultiple handicapped deaf children. Motion made by SisterNora, seconded by Sister Karen.

No. 6. Appointment of a Joint Committee between CEASD and theAmerican Association on Mental Deficiency. Motion made byDr. Graunke, seconded by Dr. Behrens.

No. 7. Endorsement of accomplishments of the National TechnicalInstitute for the Deaf. Motion made by Dr. Hoag, secondedby Mr. Parks.

The above resolutions are printed elsewhere in these proceedings.

The fourth business session adjourned at 3:30 P.M.

FIFTH BUSINESS METINGThursday, April 9, 1970

The fifth business session of the ii2nd meeting of the Conference wasopened by the President at 1:40 P.M.

XIX. (continued)

(13) Vocational Educations

139

The report was given by Mr. Roy Parks, and appears elsewhere inthese proceedings.

(14) Joint Committee on Audiology and Education of the Deaf:

In the absence of Dr. William Castle the report was given by D.James Fricke, a copy of which appears elsewhere in these proceedings.

(15) Council on Education of the Deaf and Legislation:

The report was presented by Dr. George Pratt, a copy of which isprinted elsmdhere in these proceedings.

(16) The Educatiamal Media Committee:

The report was given by Mr. Eldon Shipman, a copy of which ispresented elsewhere in these proceedings.

(17) Parent Ed:mat:ion:

The report was presented by Mr. EnnethHuff. A copy of thereport appears elsewhere in these proceedings.

XX. SuPPLEMENTARY REPORT BY THE JOINT ANNALS ADMINISTRATIVE COMMITTEE

Dr. McClure stated that the Committee had held two meetings duriAg theConference. Reports of the meetings appear elsewhere in these proceedings.

XXI. ELUTION OF OFFICERS

Dr. Edward Tillinghast nominated Mr. Lloyd Harrison, Missouri School forthe Deaf, for the office of President-elect. Mr. Albert Douglas movedthat the nominatians be closed, secanded by Mr. Brasel and passed. Mr.Harrison was unanimously elected.

Dr. William McClure madnated Sister Nora, St. Maxy's School, for theoffice of Secretary. Mr. Huff moved that nominations be closed, secondedby Dr. Pratt and passed. Sister Nora was unanimously elected.

Mr. Albert Douglas nominated Mr. William McConnell for the office ofTreasurer. Mr. Brasel moved that nominations be closed, seconded byMr. Lane and passed. Mr. McConnell was unanimously elected.

To fill one vacancy for a three year term on the Executive CommitteeMr. Joseph Youngs nominated Dr. Donald Plummer, Manitoba, Canada. Mr.

Parks myved that nominations be closed, seconded by Mr. LanR and passed.Dr. Plummer was unanimously elected.

To fill a second vacancy for a three year term on the Executive CommitteeMr. Brady nominated lir. Newton Walker, M. McConnell nominated Mr. Eldon

140on

Shipman and Dr. Turechek nominated Dr. Ralph Hoag. Dr. Clatterbuck movedthat nominations be closed, seconded by Mr. Adams and passed. Dr. Hoagwas elected, following a count of written ballots.

XXII. NOMINATIONS FOR HONORARY MEMBERSHIP

Dr. Edward Tillinghast nominated Dr. Sam Craig, Dr. Laurens Walker andDr. Leonard Elstad as honorary members, seconded by Mr. Parks and passed.

XXIII. INVITATIONS FOR CONVENTIONS

Mr. Donald Kennedy extended an invitation to the Conference to holdits )44th meeting in 1972 in Toronto, Canada. Mr. Huff so moved,seconded by Mr. Thompson and passed.

Dr. Armin Turechek extended an invitation to the Conference tohold its 46th meeting in 1974 in Colorado Springs, Colorado. Dr.

Clatterbuck so moved, seconded by Mr. Reay and passed.

XXIV. ADDITIONAL RESOLOTIONS

Mr. Richard Lane submitted three additional resolutions, all of whichwere approved. They are as follows:

No. 8. Provision for at least one deaf adult person on futureprograms. Moved by Dr. Graunke, seconded by Mr. Denton.

No. 9. A telegram to Secretary Robert Finch regard.ing immunizationagainst German measles. Moved by Mr. Adams, seconded byDr. Behrens.

No.10. Drafting of legislation and guidelines for .new plzograms,assuring sound educational practices. Moved by Mr. Youngers,seconded by Mr. Denton.

XXV. THANKS TO THE INTERPRETERS

In recognition of the excellent interpretation provided the deafmember s of the audience by volunteer participants, the Presidentexpressed thanks to the interpreters in behalf of the group.

The meeting adjourned at 4:00 P.M.

Respectfully submitted,

141

Joe R. ShinpaughSecretary

1

PROFESSIONAL BUSINESS MANAGEMENT, INC.mid-atla n tic states

1012 TWENTIETH STREET, N. W. / WASHINGTON, O. C. 20036 / PHONE: 338-3200DIVISIONS: MAN,AGEM ENT CONSULTING; LIFE ESTATE PLANNING

Conference of Executives of theAmerican Schools for the Deaf51314- Wisconsin Avenue, 13. W.Washington, D. C.

Gentlemen:

December 10, 1970

SOCIETYOF

PROFESSIONAL

CONSULTANTS

At your request we have conducted an audit of the books andrecords of the Conference of Executives of the American Schoolsfor the Deaf for the period of July 1, 1969 through June 30, 1970,and submit herewith the following statements:

Statement of ReceiptsStatement of DisbursementsStatement of Recapitulation of Cash

Exhibit AExhibit BExhibit C

In our opinion the bookkeeping records have been kept in aneat and orderly manner and all entries have been made consistentwith sound accounting principles.

WEPaf

gleceve4 ee P.I/J1


PROFESSIONAL BUSINESS MANAGEMENT, IN(

By: /William E. Poist

142

Vreiieri5 g.C..fenl 4//' 07 Zf / f (IT


OF AMERICAN SCHOOLS FOR THE DEAF

STATEMENT OF RECEIPTS

JULY 11 1969 - JUNE 301 1970

American Annals of the Deaf

RECEIPTS:

EXHIBIT A

Royalties -Microfilm Sales - Back IssuesSubscriptions:

$ 296.22

Individual 91782.70Bulk 763.00Membership 191265.00

Sales of Magazine - Single Issues and Back Copies 81339.65Sales of Books and Pamphlets 61093.00Advertisements 51146.85Publishing Service 31000.00Sales of Address Lists 644.65Sales of Directory - 1969 Edition 21881.75Sales of Directory - 1970 Edition 241.00Special Publishing Projects 91647.00overpayments 81.00Miscellaneous 12.79Grants - DHEW/Social and Rehabilitation Services 52,000.00

TOTAL RECEIPTS

Educational Media Distribution Center

RECEIPTS:

Education Contracts:Basic ChargeIndirect CostReimbursable ItemsSpecial Publishing Projects

Miscellaneous

TOTAL RECEIPTS

143

1118.119161

$1o4,774.0051658.50

1421305.92191516.00

332.81

$272,587.23

STATEMENT OF RECEIPTS

JULY 1 1969 - JUNE 30, 1970 EXHIBIT A

National Headquarters Office

RECEIPTS:

Interest $ 721.20Memberships:

Associate and Regular 3,010.05school 8,280.20

Sales of Books and Pamphlets 678.50Publishing Service 4,435.00D.U.C.B. for Payment on 7/15/70:

From American Annals of the Deaf 502.45From Educational Media Distribution Center 1,238.32

Miscellaneous 33.85

TOTAL RECEIPTS $ 18,899.57

Teacher Training and Certification Committee

RECEIPTS:

InterestApplication Fees

TOTAL RECEIPTS

144

$ 90.903,409.09

$ 3,499.99



STATEMENT OF DISBURSEMENTS

JULY 1,' 1969 - 'JUNE 30, 1970


DISBURSEMENTS:

Salaries and Related TaxesRentOffice Supplies and EquipmentTravelTelephone, Postage, and FreightPrinting and Duplication for Office UsePrinting of Magazine Issues, Pamphlets, and BooksMailing Lists:

Correction and Printouts for Office UsePrintouts for Sales

Books Purchased for ResaleEquipment Purchases and MaintenanceOffice Remodeling and PaintingAccounting, Secretarial and Other Special ServicesPublishing Consultant Services - Layout, Pasteup, Proof.Special Publishing ProjectsRefundsMiscellaneous

TOTAL DISBURSEMENTS

Gain (Loss)

EXHIBIT B

$ 30,731.02992.631155.18

1,165.432,506.091,054.33

60,018.82

1,030.60388.72

2,852.8565.058.34

16,384.089,423.50

221.651,029.80

$128,921.65

($10,727.04)

STATEMENT. OF DISBURSEMENTS

JULY 1_1.1969 - RINE 30, 1970 EXHIBIT B


DISBURSEMENTS:

Salaries and Related Taxes $ 45,685.21Rent 5,312.64Office Supplies and Equipment 482.18Travel 2,471.47Telephone, Postage, and Freight 426.42Printing and Duplication for Office Use 721.52Equipment Purchases and Maintenance 753.71Office Remodeling and Painting 106.32Accounting, Secretarial, and Other Special Services 325.75Educational Film Depositories 28,045.89Maintenance of Teletype Communication System 30.00Special Publishing Projects 15,919.50Contract:

National Conference of Education Film Depos. Mgrs. 8,943.86Education Film Repair 844.00Depository Supplies 2,369.32Depository Equipment 721.50Feature Film Library Booking Fees 42,831.00Fees 56,892.00Feature Film Library Supplies 13,412.66Feature Film Repair and Storage 6,347.60Postage 3,590.53Pickup, Delivery, and Freight 6,588.88

TOTAL DISBURSEMENTS $242,821.96

Gain (Loss) $ 29,765.27

../1 1 4i ,

146

STATEMENT OF DISBURSEMENTS

JULY 1,. 1969 - JUNE 30, 1970 EXHIBIT B


DISBURSEENTS.:

Salaries and Related Taxes $ 1,636.36Rent 624.42Office Supplies and Equipment 105.41Travel 326.46Telephone, Postage, and Freight 753.97Printing & Duplication for Office Use 94.91Equipment Purchas es and Ma: ntenanc e 12.00Office Remodeling and Paint.'.ng 8.33Accountino-, Secretarial, and Other Special Services 708.83Organization Dues 675.00Refunds 19.00Miscellaneous 64.87

-5,15Z-3-6Other Disbursements:

Loan to Cony. of American Instructors of the Deaf 2,500.00

TOTAL DISBURSEMENTS $ 7,529.56

Gain (Loss).. . $ 11,370.01


DISBURSEI1ENTS:

Office Supplies and Equipment $ 403.61Travel 110.00Telephone, Postage, and Freight 196.30Printing and Duplication for Office Use 717.24Mailing Lists - Printouts for Office Use 18.12Accoontino:, Secretarial, and Other Special Services 671.00Refunds 81.25Miscellaneous 527.25

TOTAL DISBURSEMENTS 2,724.77

Gain Loss) $ 775.22

147 1T/7



STATEMENT OF RECAPITULATION OF CASH

1969 - JUNE 302 1970 EXHIBIT C


Opening Balance - July 1, 1969

Add:Total Receipts through June 30, 1970

Less:Total Disbursements through June 30, 1970

Redeposits Among Accounts

Closing Balance June 30, 1970






148

$ 47,939.42

118,194.61$3.66,134 . 03

1281921.653r(,2T2-738*

( 4,500.so0)

$ 32,712.38

$ 11,768.83

272,587.23tg847556.70.6

242,821.96

$ 41,534.10


JULY 1, 1969 - JUNE 30, 1970 EXHIBIT





Redeposits Among Accounts



$ 665.81

18,899.57r1-97565 .318

7,529.56T-T.P763-578-g

17,102.89

$ 29,138.71

Opening Balance - July 1, 1969 $ 3,245149

Add:Total Receipts through June 30, 1970 3,499.99

f--67(4-5.48Less:

Total Disbursements through June 30, 1970 2,724.77


149

$ 4,020.71


JULY 1, 1969 - JUNE 30, 1970 EXHIBIT C

Executiv.B Committee

Opening Balance - July 1, 1969 $ 12,602.89

11,...-'.:posits Among Accounts (12,602.89)


150

.00

THE CONFERENCE OF EXECUTIVES

of


Report on The National Officeby

Howard M. Quigley, Executive Manager


April 4, 1970

The national office of the Conference has been concerned mainlywith reorganization of the membership procedure and in processingmembership billings for the year ending June 30, 1970. Experiencewith the present procedure for enrolling new members indicates thatimprovements can be made which will remove current problems, and atthe same time increase membership totals and revenue. We have maderecommendations to the Membership Committee for its consideration.

This year there has been a general increase in membership, butwe feel there should be many more.

The following table provides a comparison between membership thisyear (to date) and last year:

1968-1969 1969-1970School members 100 107Regular members 102 99Associate members 118 127

The office has had considerable correspondence to attend to. Manypersons look to our office for guidance and free literature concern-ing the deaf. Unfortunately, we are seldom able to provide muchliterature, but we can offer suggestions and help in areas that comewithin our purview.

Financially the Conference is doing well. It is doubtful that ithas ever done as well previously. Increased membership fees, incomefrom the Educational Media Corporation and receipt of indirect costpayments under our contract with the government are largely responsiblefor the improvement.

Staff time for the national office of the Conference is quitelimited at this time. On the payroll record I devote twelve hoursa week to Conference, Convention and ANNALS business office affairs. Wehave a full time assistant, and a university student who can give usabout 30 hours a week. All in all, then, we are attempting to conductthe affairs of the three organizations with little more than two fulltime people. This cannot be done if projects of any magnitude, or thatrequire considerable time, are to be undertaken. It is hoped that in

time staffing will be adequate to develop projects of significance tothe growth and power of the Conference.

1, 51

In my contacts at meetings I have attended, and in discussingvarious matters with visitors I find that there is concern about therole of the Conference in the education of the deaf. I also get theimpression that in a number of ways members of the Conference are re-acting to this concern. In some circles the Conference is seldom con-sidered when important decisions converning the deaf are made. Butincreasingly the pressure is on for a reversal of this trend. Thevoice of the Conference is again being heard. Yet there is much to do.The current examinations of our educational methods, and the challengesbeing thrown at them, are matters that should be of deep concern forthe Conference, if its stated aims and objectives are valid. Theactivities of groups not knowledgeable in the education of the deaf re-quire constant observation.

The potential for leadership that lies in our organization is great -probably greater than most of us realize. It seems to me that in ourcommittee structure, in the many contacts our members have in otherorganizations and in state departments, and in the columns of the ANNALS,sources for greater effectiveness may be found.

Albeit we operate with limited resources, we welcome suggestions atany time and offer our services to the extent those resources willpermit.

152

THE EDUCATIONAL MEDIA DISTRIBUTION CENTERA REPORT BY HOWARD M. QUIGLEY, DIRECTORST. AUGUSTINE, FLORIDA, APRIL 4, 1970

The Educational Media Distribution Center has operated continuous-ly under contract with the federal government since July 1, 1966.Currently our contract is with the Media Services and Captioned FilmsBranch of the Bureau of Education for the Handicapped, in the U. S.Office of Education. Dr. Gilbert Delgado is chief of the Media Ser-vices and Captioned Films Branch, and Malcolm J. Norwood is the projectofficer.

Since my report to the Conference last June, we have found it

necessary to provide additional space to accommodate the volume of

materials we handle. In August 1968 we moved to our present location.Fortunately, we were able to obtain additional space in a room adjoin-ing our present location, so a move to a new address will not be necessary.We negotiated a lease for the additional space, effective March 1, 1970,and continuing concurrently with the lease for the original space to

July 31, 1971, at an average cost of $4.85 a square foot a year. Therental cost is pro-rated between the distribution center, the Conference,the Convention and the ANNALS, on the basis of footage used.

Despite the increased volume of materials and mailings, we have nothad to increase our staff. Various shortcuts and adjustments in proced-ures we have made have reduced the need for additional staff.

The office has been assigned responsibilities in addition to thosereported last June. One of these is contracting for, publishing and

distributing the captioned films study guides, with which I am sure you

are all familiar. Volume V of these guides is now in process.

Another responsibility is the preparation, publishing and distributingof the captioned films catalogs, which is no small job.

Still another is the preparation of evaluation forms in relation tocertain test materials sent out to selected schools and classes, the tabu-lation of results from these forms, and final reports to the Media

Services and Captioned Films office.

The ever-increasing scope of the Media Services and Captioned Filmsprogram is predictive of the need in time for reviewing the procedures andresponsibilities of theConference in relation to its contract with the

government. The functions of the National Media Center now on the drawingboards will influence the decisions that have to be made. One consider-

ation is the possibility that eventually (probably after September 1, 1971)

the distribution center now under contract with the government will becomethe sole activity of the Conference; that is, dissociated from the functions

of the national office of the Conference. I suggest that the officers of

the Conference be alert to these developments.

It is appropriate here to say that the Conference receives incomefrom the current contract, in the form of indirect costs. Although therate of payment (now 3%) has not been audited, the benefit to the Con-ference treasury should be substantial.

Now I would like to discuss a subject of general concern. Despitethe best efforts of all of us in Washington and in the four regionalmedia centers, there are far too many teachers of the deaf who do notknow that the captioned films program exists. The concept of mediatedinstruction is a broad one, and it needs many ambassadors. It is stronglyurged that every member of the Conference, if he is not already, willdo all he can to promote mediated teaching. The teaching innovationsdeveloped during the past several years by the staff in the captionedfilm program have been little short of revolutionary. I know that thesuccess of the captioned films program has depended largely upon thesupport of administrators in our schools, which has been considerable.Let us now make it 1007. Our office stands ready to help in any way it can.

r771,

154

EDUCATIONAL MEDIA CORPORATION

REPORT TO THE CONFERENCE OF EXECUTIVES OF AMERICAN SCHOOLS FOR THE DEAFAPRIL 6, 1970

The Educational Media Corporation is now two years old. A meeting of

the Corporation was held in Berkeley at the meeting on June 23, 1969.It is to be pointed out that the By-Laws provide, "...that the Boardof Directors of the Educational Media Corporation shall consist ofnot more than 15 members of which at least 53% shall be members of theExecutive Committee of the Conference of Executives of American Schoolsfor the Deaf."

The present officers are as follows:

Roy M. Stelle, PresidentStanley Roth, Vice PresidentDoin Hicks, SecretaryEdward Reay, Treasurer

The present directors are as follows:

Class of 1970

Edward TillinghastEdward ReayArmin TurecheckOrin CornettLarry Stewart

Class of 1971

Doin HicksJohn HarringtonStanley RothRay Holcomb'June Miller

Class of 1972

Roy StelleBen HoffmeyerMervin GarretsonTerry GriffingDean Twining

During the time the Corporation has been in existence it has con-tracted for and delivered some 31,000 items, including the series ofCaptioned Film Study Guides for the use of schools for the deaf.These are items that were developed mostly through government work-shops but because of Federal regulations could not be reproduced inquantity as needed for schools for the deaf.

The Corporation has handled $51,884.00 in contracts and has received$4,935.00 in fees for services performed. By action of the Corporationmeeting held in Berkeley on June 23, 1969, $4,435.00 was transferredto the office of the Conference of Executives in January, 1970.

The Corporation hopes to become more active in performing these ser-vices that will benefit the education of deaf children.


ROY M. STELLEPresident

.175S'

REPORT FROM N.A.C.E.D.

Mrs. Patria G. Forsythe, Executive Secretary of the National Advisory

Committee on Education of the Deaf, Department of Health, Education, and

Welfare, Office of the Secretary, Washington, D.C., made the following

statements:

The Committee meets at least three times each year and is a part of the

Office of the Secretary, Robert Finch.

The NACED was created by law in 1965 and consists of twelve members.

By law, the Committee has four functions: (1) Make recommendations to the

Secretary of H.E.W. for the development of a system for gathering informa-

tion on a periodic basis in order to facilitate the assessment of programs

and identification of problems in the education of the deaf; (2) Identify

emerging needs respecting the education of the deaf and suggest innovations

which give promise of meeting such needs and of otherwise improving the

educational prospects of deaf individuals; (3) Suggest promising areas of

inquiry to give direction to the research efforts of the Federal govern-

ment in improving the education of the deaf; and, (4) Make such other

recommendations for administrative action or legislative proposals as may

be appropriate.

Two laws have been passed which delegate the specific responsibilities

to NACED: (1) NACED serves as advisor to the Secretary on the Model

Secondary School for the Deaf, and (2) National Media Center because it

must, by statute, serve the Model Secondary School for the Deaf.

The Committee is involved in legislation concerning the deaf particu-

larly, but also legislation for the handicapped. (Copies of a list of

legislation which has already been passed were given for distribution.)

NACED is broken down into four working groups: Ages 0-5, 6-16, 17-21,

and 21 plus, with a chairman for each group. When inquiries or requests

for review of a program arise within a particular age group, it is possible

to have that group called together for a meeting to discuss the matter.

156 -T7 '1

In response to a question on the National Media Center, Mrs. Forsythe

commented that two planning grants were awarded last year, one to Catholic

University, the other to George Washington University, on how to orgat .ze

materials and media for the handicapped. Planning funds have been appro-

priated for this program and has been given top priority. Any college

or university can present a proposal for the National Media Center and

all proposals must be submitted by September 1, 1970.

157

REPORT OF THE ANNALS COMMITTEE

William J. McClure, Chairman

April 3, 1970

After the meetings of our committees in Berkeley, California lastsummer, Dr. Howard Quigley, the Executive Secretary of the Confer-ence and Business Manager of the Annals, and I, as Chairman of theAnnals Administrative Committee, met with our Directory Editor, Dr.Powrie V. Doctor, in Washington in late July. The purpose of the meet-ing was to inform Dr. Doctor of actions taken by the Annals Adminis-trative Committee and by the Conference at the Berkeley meeting. Weinformed Dr. Doctor of the wishes of the committee that all printing ser-vices be handled through the New Trends Publishing Service, DownersGrove, Illinois, including the Directory Issue for 1971. Dr. Doctorsuggested that the 1970 Directory Issue be handled in this fashion, too,to make it compatible with the four literary issues which were to betransferred to New Trends commencing January 1, 1970.

There was some doubt that New Trends would be able to handle thisadditional load on such short notice, but after conferring with Mr.Robert Mayo this appeared possible. Dr. Quigley arranged a confer-ence, including Mr. Mayo and his assistants, Dr. Doctor and Dr.Quigley, on September 15 to confirm the arrangements and draw upguidelines and deadlines for Directory Issue material.

In late January Dr. Quigley informed the Chairman that additionalfunds expected from the Federal Government had not been granted andit was Dr. Doctor's recommendation that the office be closed and workstopped on the Directory Issue. Since the Annals was committed toproducing a Directory Issue, Dr. Quigley and the Chairman agreed thismust be done even if the size and content had to be reduced. Dr. Doctorwas instructed to send all material in hand to Mr. Mayo at New Trendsand to lay off all members of the Directory staff. Since he would nolonger have a staff, Dr. Doctor was instructed to send all Directorycorrespondence to Dr. Quigley's office, and all inquiries and manu-scripts concerning the Literary Issue to Dr. Vernon, the Literary Editor.

In telephone conferences with Mr. Mayo of New Trends PublishingService, Mr. Mayo agreed to do what he could with the material in handand with that to be received from Dr. Doctor. On February 25 Dr. Quig-ley and Dr, McClure mat with Mr. Mayo and his assistants at DownersGrove. New Trends felt that they could produce an acceptable DirectoryIssue from the material at hand, omitting little, if any, of the usual con-tent. Page proofs of material already in type were shown and were most

158

t-t-,

acceptable to Dr. Quigley and to your Chairman.

Mr. Mayo was asked for a figure to cover the total cost of theDirectory Issue. It was within the amount Dr. Quigley had estimated asthe maximum which could be allocated to the May 19 70 Directory. Con-sequently, Mr. Mayo was told to proceed.

While discussing the problems attendant to the 19 70 Directory Issue,Dr. Doctor told both Dr. Quigley and the Chairman that he felt his dutiesat Gallaudet were increasing to the point he should resign as DirectoryEditor with completion of the 19 70 issue. This was confirmed by him in aletter dated February 17, 1970. A copy was sent to members of the AnnalsCommittee along with an account of the meetings with Mr. Mayo, andsubsequent meetings with Dr. Merrill and Mr. Gentile of Gallaudet.

While in conference with Mr. Mayo, Dr. Quigley and the Chairmaninquired about the mechanics of produciag the 19 71 Directory Issue andthe assistance New Trends Publishing Service would need for this. Mr.Mayo felt that New Trends would be able to handle the entire 19 71 Direc-tory Issue, if necessary, from the time questionnaires were returned tothe Annals office until the publication was in the hands of the readers.Subsequently, Dr. Quigley, Dr. Hoffmeyer, and the Chairman were inWashington during the first week of March and at that time had confer-ences with Dr. Merrill, President of Gallaudet College, and with Mr.Gentile, Director of the Office of Demographic Studies. Both of thesegentlemen had suggestions regarding the Annals and hopefully, a con-tinued association with Gallaudet College. Dr. Merrill was to make amore concrete suggestion to Dr. Quigley prior to the meeting of the AnnalsCommittee in St. Augustine in early April. Since six members of theAnnals Committee were present in Washington at this time, an informalmeeting was held and Dr. Quigley was directed to prepare, prior to themeeting in St. Augustine, a suggested plan or plans for the 19 71 DirectoryIssue. His suggestions hopefully would include recommendations for anEditor, a Project Director, and a Principal Investigator, and also an anal-ysis of both short-range and long-range plans for the Annals operation.

At this point it was apparent to all of those involved that there wasthe potential and the "know how" to produce the Directory Issue of theAnnals and the various offers of assistance from interested individualswould make the transitional period less formidable than had originallybeen feared.

Addendum - April 9 , 19 70

During the week the Annals Committee has met several times and isglad to announce that Dr William N. Craig, Superintendent of theWestern Pennsylvania School for the Deaf, will be the new Editor of theDirectofy Issue and also Project Director. Dr. Helen R. Craig will serveas Associate Directory Editor. Miss Ferne Davis will be PrincipalInvestigator.

159t-1,1

MINUTES OF THE EXECUTIVE COMMITTEE

OF

THE CONFERENCE OF EXECUTIVES OF AMERICAN SCHOOLS

FOR THE DEAF


April 4, 1970

I. CALL TO ORDER

The Executive Committee of the Conference of Executives of American

Schools for the Deaf met at the Ponce de Leon Lodge in St. Augustine,

Florida, on Saturday, April 4, 1970. Dr. Ben E. HoffMeyer, President,

called the meeting to order at 9:15 A.M. All members of the Executive

Committee were present which consisted as follows:

Dr. Ben E. Hoffmeyer, North Carolina School for the Deaf

Dr. Roy M. Stelle, New York School for the Deaf

Dr. Armin G. Turechek, Colorado School for the Deaf and the Blind

Dr. Edward W. Tillinghast, Arizona State School for the Deaf and the Blind

Dr. Stanley D. Roth, Kansas School for the Deaf

Mr. Kenneth F. Huff, Wisconsin School for the Deaf

Mr. Edward W. Reay, Idaho School for the Deaf and the Blind

Mr. Donald E. Kennedy, Ontario School for the Deaf, Milton, Canada

Dr. Doin Hicks, Pilot School for the Deaf, Dallas, Texas

Dr. John D. Harrington, P.S. 158, New York, New York

Mr. Joe R. Shinpaugh, Virginia School for the Deaf and the Blind

Also Present:

Dr. Howard M. Quigley, Executive Manager, Conference of ExecUtives of

American Schools for the Deaf

Dr. C. Joseph eiangreco

Artnn)2.;"

160

Dr. W. Lloyd Graunke

II. APPROVAL OF THE MINUTES OF THE MEETING IN BIEREZEY, 1969

The minutes of the Executive Committee and the minutes of the regular

meeting of the Conference of Executives held at the California School

for the Deaf in Berkeley, California, June 20-22, 1969 were distributed.

Dr. Stan Roth moved that the reading of the minutes be dispenbsd with,

seconded by Dr. Roy M. Stelle, and adopted.

III. REPORT OF THE MEMBERSHIP COMMITTEE

Dr. C. Joseph Giamgreco, Chairman of the newly formed Membership Cannittee,

gave a report. Dr. Giangreco stated the Comnittee had been very active

and desired to make the following recommendations:

(1) The Executive Committee &mild set up guidelines for the Membership

Comnittee.

(2) The Membership Committee should be empowered to accept or reject mem-

bers on the basis of regulations to be established by the Exeautiva

Comnittee.

The report indicated that it now takes too long to process an application

for regular or associate membership. This has caused some applicants to

become upset or lose interest.

Dr. Quigley stated that the whole concept of membership should be reviewed,

and that it would be necessary to make certain changes in the By-laws. He

stated that the present application form is outdated and should be dhanged.

DT. Stanley Roth moved that the Executive Committee recommend to the Conference

that the Membership Committee be empowered to accept or reject members on

the basis of regulations to be established by the Executive Committee,

seconded by Mr. Edward Reay, and passed.

161 r-7.1

It was also decided that the President, President-elect and Executive

Manager would meet with the Membership Committee to draft changes in the

By-laws as they pertain to membership.

President Hoffmeyer requested authorization to appoint a committee to look

into the whole concept of membership as it pertains to the Constitution and.

By-laws. Dr. Hicks moved that the President be empowered to appoint such a

committee, seconded by Mr. Huff, and. passed.

IV. REPORT OF THE TREASURER

Dr. Howard Quigley gave an INTERIM FINANCIAL REPORT of the Conference from

July 1, 1969 to March 31, 1970. After discussion, and on a motion by Dr.

Turechek, seconded by Mr. Reay, the report was accepted.

V. REPORT OF THE ANNALS COMMITTEE

Dr. Quigley gave a report from the Annals Committee for Dr. William J.

McClure , Chairman of the Committee .

It was reported that Dr. Powrie V. Dootor, Editor of the Directory issue

of the Annals had resigned, but that the issue would be printed. It will

have a new format and have fewer pages, but will contain the same previous

information. The Committee stated there had been some complaints that

certain information had not been updated. Plans are being made for a re-

placement for Dr. Doctor, but under a new concept.

It was recommended that six issues be printed yearly, instead of five.

There will be two supplementary issues printed under private sponsorship,

one in July and one in October. Plans are being made to re-align future

issues, and at some future date the February issue will probably be the

Directory.

162

President Hoffmeyer said that even though the Annals has its problems,

its future looks bright.

VI. REPORT OF THE ACTIVITIES OF THE covFmacE OFFICE

Dr. Howard Quigley, Executive Manager, reported that the National Office

of the Conference has been concerned mainly with reorganization of the

membership procedure and in processing membership billings for the year

ending June 30, 1970. Currently, there are 100 school members, 102 regular

members, and 118 associate members. Dr. Quigley reported that financially

the Conference is doing well. Increased membership fees, income from

the Educational Media Corporation, and receipt of indirect cost payment

under the contract with the government are largely responsible for the

improvement.

Staff time for the National Office of the Conference is limited at this

time. Currently Dr. Quigley stated he devoted 12 hours a week to Conference,

Convention and. ANNALS office affairs. He has a full-time assistant, and a

university student who works about 30 hours a week. Dr. Quigley stated. we

are attempting to conduct the affairs of the National Offices with

little more than two full-time employees. He stated that he hoped that

in time staffing would be adequate to develop projects of significance

to the growth and. power of the Conference.

Dr. Q,uigley reported that the Educational Media Distribution Center has

operated. continuously under contract with the federal government since

July 1, 1966. It has become necessary to provide additional space to

accommodate the volume of material that is handled., but staff has not

had to be increased. He said that the ever-increasing scope of the Media

Services and Captioned Films program is predictive of the need. in time

163

for reviewing the procedures and responsibilities of the Conference in

relation to its contract with the government. It is possible that after

September 1, 1971 the distribution center might become a separate activity

of the Conference.

VII. REPORT OF EDUCATIONAL MEDIA CORPORATION

Dr. Roy Ste lle, President of the Educational Media Corporation, reported

that the Corporation had contracted for and delivered some 31,000 items

for the use of schools for the deaf. These are itema that were developed

mostly through government workshops but because of Feder.al regulations could

not be reproduced in quantity as needed. for schools for the deaf. The

Corporation has handled $51,88)4 in contracts and has received. $4,935 in

fees for services performed.

VIII. CHANGE OF CONSTITUTION TO ESTABLISH NOMINATING COMMITTEE

President Hoffmeyer stated. that the Constitution and By-laws read that

officers of the Conference are required to be nominated from the floor.

He said he had received a number of requests to appoint a nominating

committee but this could not be done under the present Constitution and

By-laws.

After a consid.erable amount of discussion, Dr. Hicks made a motion that

the Executive Committee recommend to the Conference that it have a nominat-

ing committee with the provision that nominations can be made from the

floor. The motion was seconded by Dr. Roth and passed.

IX. APPROVAL OF NEW MEMBERS AND ASSOCIATE MEMBERS

Dr. Ste lle moved that the new members as recommended by the membership

committee be accepted, seconded by Mr. Huff and passed.

164

1. James Madison School, Santa Ana, CaliforniaRoy K. Holcomb, Executive Officer

2. Seattle Community College System, Seattle, WashingtonH. W. Barkuloo, Executive Officer

3. Delgado College Academic and. Vocational Program for the Deaf, NewOrleans, Louisiana - Douglas 0. Wells, Executive Officer

St. Paul Techni.cal Vocational Institute, St. Paul, MinnesotaRobert Lauritsen, Executive Officer

5. Hackensack Program for the Deaf, Hackensack, New JerseyFrances L. Phillips, Executive Officer

6. San Mateo Classes for the Deaf, San Mateo, CaliforniaPatricia C. Hogan, Executive Officer

7. Western Suburban Association for the Hearing Impaired, Lombard, IllinoisRance Henderson, Executive Officer

8. Northwestern Illinois Association of Hearing Impaired, DeKelb, IllinoisWilliam Ransdell, Executive Officer

9. Southwestern School for the Deaf, Los Angeles, CaliforniaHarry J. Murphy, Executive Officer

10. Black Hawk Hearing Handicapped Program, 701 - 12th St., Moline, IllinoisClaude S. Gulbranson, Executive Officer.

11. SKLACO Program for the Deaf, 11040 Brookline Avenue, Downey, CaliforniaFred B. Peal, Ad.ministrator

Mr. Kennedy moved that the associate members as recommend.ed. by the membershipcommittee be approved., seconded by Dr. Harrington, and passed.

Name of Member Nominated by

1. Dr. John G. Nace Mr. J. Paul Rudy

2. Mr. Albert G. Seal Dr. Lloyd. V. Funchess

3. Mr. S. Theodore Guttadore Dr. Armin G. Turechck

4. Miss Patricia Stafford Dr. Kenneth R. Mangen

5. Mr. Virgil Flathouse Dr. Kenneth R. Mangan

6. Miss Vivian Tasker Dr. Kenneth .R. Mangan

165

Associate members continued:

7. Dr. Robert Prince Dr. Kenneth R. Mangan

8. Mr. Wendell Duncan Dr. Kenneth R. Mangan

9. Dr. Mc Cay Vernon Mr. David Denton

10. Mr. Kenneth Krit z Mr. David D.-Inton

11. Mr. William Greene Mr. David Denton

12. Mr. Peter Ripley Dr. Ben E. Hoffmeyer

13. Dr. Frieda Hammermeister Dr. William Craig

1)4. Dr. James E. Fricke Mr. David Denton

15. Miss Matte Lee Box

X. ST.ANDING COMMITTEES - POSSIBLE DISCONTINUATION OF EDUCATIONAL MEDIA ANDHIGHER EDUCATION COMMITTEES

The President reported that the Education Media Committee had found little

or nothing to do. They had not been called upon to function as there ap-

peared to be little need for such a committee. Mr. Huff moved that the

Educational Media Committee be dispensed with, seconded by Dr. Turechek,

and passed.

Dr. Graunke also reported that the Higher Education Committee had perhaps

outlived its need as it had not functioned for sometime. The Executive

Committee discussed the matter at length and decided to retain the Committee.

It was suggested that the Chairman of the Committee write to the officials

of the higher education institutions that have programs for the deaf and

see if there is anyt14ng the Committee might do to help.

XI. EXPENSE ACCOUNT FOR PRESIDENT AND EXECUTIVE MANAGER

Dr. Hoffmeyer recommended that an expense account be provided for the new

President and Executive Manager. He stated the time was fast approaching

/7. r^.11166

when the states or schools would be unable or would refuse to pay such

expense s .

The matter was discussed. and Dr. Tillinghast moved that the President

and Executive Manager be allowed up to $1,000 each for necessary travel

and expenses to attend meetings on Conference business, seconded by

Mr. Reay, and passed.

XII. MUTATION TO HOLD A FUTURE METING OF THE CONFERENCE AT SWAN LAKE LODGE

The President read a communication from Mr. Frank Turk inviting the

Conference to hold one of its future meetings at the newly acquired camp

for the Jr. N.A.D. at Swan Lake Lodge in Minnesota. No action was taken.

It was brought out that it is becoming more and more apparent that

organizations must plan at least four years in advance for its meeting

place and dates. With this in mind, Mr. Kennedy moved, seconded by

Dr. Turechek, the Executive Committee recommends to the membership that

we plan four years in advance for the bien.nisl meeting of the Conference.

Motion was passed.

XIII. MINUTES OF PREVIOUS MEETINGS NOT RECORDED

The President recommended that we get together all past minutes of meetings

of the Conference and that they be kept on file in the National Office. It

was also suggested that perhaps at some future date these minutes could be

published. At this time there is no central file of minutes of meetings

of the Conference.

Dr. Quigley also pointed_ out that minutes of the meeting of the Conference

held in conjunction with the Convention are always delayed due to the fact

they are printed in the Proceedings of the Convention, and. are not received

by the members -until a late date. He recommended the minutes of the Conference

161

be continued to be printed in the Proceedings of the Convention but that

they also be printed separately.

Dr. Turechek moved, seconded by Mr. Huff, that the minutes of the Conference

held in conjunction with the Convention be continued to be printed in the

Proceedings, hit that they also be printed separately. Motion passed.

XIV. EDCECUTIVE MANAGER' S SALARY

The President reported that he felt that the Executive Committee should

consider a salary adjustment for the Emcutive Manager. The matter was

discussed at length and Mr. Huff moved that the Executive Committee

recommend that the Emcutive Manager' s Salary be increased 10%, seconded

by Dr. Turechek, and passed.

xv. oniza BUSINESS

(1) Dr. Quigley pointed out that employees in the National Office have

no fringe benefits, such as medical and hospital insurance. He

recommended that perhaps something should be done about this, and said

it would involve about five people. Upon motion by Dr. Hicks, seconded

by Mr. Huff, and passed, the Executive Manager was authorized to in-

vestigate the possibility of an employee benefit plan up to 12%,

including social security and to include it in the proposed budget.

(2) The President read a communication from Pathfinders, Inc., a travel

agency pertaining to a tom TO Acapulco, Mexico, after the Convention

in Little Rock, Arkansas, in June 1971. The travel agency would like

the Conference s mailing list and. the right to approach members. No

action was taken as it was thought this matter should be left up to

the Convention.

168

(3) Mr. Kennedy requested. the Executive Committee to give him gui.d.elines

for the meeting of the Conference to be held. in Toronto, Canad.a, in

1972. It was suggested that Presid.ent-elect Ste lle and. Mr. Kennedy

meet and. work out the details.

(4) Dr. Graunke reported. that the Presid.ent had requested him to attend

a meeting of the American Association on Mental Deficiency of

Washington, D. C. That organi.zation is interested in working with

the Conference in providing better programs for the mentally retarded

deaf. It was recommended that a Joint Committee be established. and.

that a joint effort be made toward improving programs for the mentally

retarded deaf.

Dr. Tillinghast moved. that it be recommended to the Conference that

the By-laws be changed. to include a Joint Committee on the mentally

retarded deaf, second.ed by Mr. Rev, and. passed.

Dr. Tillinghast also made a motion that the Joint ASHA Committee be

mad.e a standing committee, seconded. by Dr. Hicks, and passed.

(5) Dr. Roth reported that the COSD would like for the Conference to be

one of its sponsors at a meeting in 1972. The meeting place has not

been decided. No action was taken on the request as the matter will

be referred to the new Executive Committee.

(6) Dr. Quigley said that oftentimes important things are going on

in the profession that the National Office does not lmow about.

It would perhaps benefit the profession as a whole if such informa-

tion could be passed on to the National Office.

A

169

XVI. ADJOURNMENT

Meeting was adjourned at 1:45 P.M.

XVII. SPECIAL MEETING

The President called a special meeting of the Ebcecutive Committee at12:00 noon April 7 , 1970, to consider Dr. Powrie Doctor's request thatafter July 1, 1970 he retain the desk and credenza he has used aseditor of the ANNALS, and that all other furniture at the college thatis owned by the ANNALS be donated to the college.

The request was carefully considered, and upon motion duly made, second-ed. and passed, it was decided that the committee could not approve suchtransfers, and the President was instructed to write to Dr. Doctor tothis effect.

The meeting adjourned at 12:10 P.M.


110

oe R. Shinpaughecretary

r,q

REPORT OF THE ACCREDITATION COMMITTEE -- April 1, 1970

There have been no accreditations made since the last meeting.

However, a survey is scheduled for the North Carolina School for

the Deaf on May 4, 5 and 6. Jack Brady and Lloyd Harrison have

agreed to serve with me on the survey team.

I received a letter from Paul Bird, Assistant Superintendent of the

Idaho State School for the Deaf and the Blind requesting forms for an

accreditation survey for next fall. .*-1 wrote him suggesting that he

get in touch with Roy Stelle who will be the new accreditation chairman.

--Edmund B. Boatner

REPORT ON CERTIFICATION OF DORMITORY COUNSEUES -- April 1 1970

To date 143 applications for certification have been processed, and

156 certificates have been awarded:

Class A -- 30 )Class B 47 ) Total 156Class C -- 79 )

Financial Report, July 1, 1969 April 6, 1970

Income

Expenses

Balance on hand July 1, 1969Application Fee Received during yearApplication Fees Received Apr. 6, 1970

None

$417.933.00

63.00$483.93

Balance, April 6, 1970 $483.93

111

--Joseph P. Youngs, Jr.

41-



April 5-10, 1970

REPORT

COMMITTEE FOR DEAF-BLIND CHILDREN

Edward W. Reay, Chairman

The National Committee for Deaf-Blind Children held two meet-ings since the last report made during the meeting of the Confer-ence .of Executives of American Schools for the Deaf at the CaliforniaSchool for the Deaf in Berkeley. California, in June, 1969.

The first meeting was held in Louisville, Kentucky on October20, 1969. Representatives from ten states and Ontario, Canada,were present. The meeting was devoted to a discussion of the needfor a structure with a larger and wider representation which couldspeak with more authority and with more concern for deaf-blindchildren. The thought expressed was that because so many personsand groups are now involved in this particular area, all knowninterested parties should be invited to the next meeting and planto create this new body, or a revision of the National Committeefor Deaf-Blind Children.

The succeeding meeting was held in New Orleans, Louisiana,during the Special Conference of the Council for Exceptional Chil-dren on Early Childhood Education on December 10-12, 1969. ProjectDirectors, Coordinators, National Committee members and a consider-able number of other interested people attended this meeting. Dis-cussion again centered around the creation of a new organization orlarger National Committee with enough grass roots connections sothat it will become a positive factor in promoting continued federalassistance in this work which has become a greater problem than statelegislatures will be willing to handle without substantial aid.Several suggestions for the function of the new organization werediscussed but no final action was taken.

112

REPORT OF INTERAGENCY COMMITTEE MEETING

Washington, D. C. - October 15, 1969by Howard M. Quigley

A two-hour meeting of the Council for Exceptional Child-ren Interagency Committee took place October 15 , 1969 atthe Holiday Inn, Jefferson Plaza, Arlington, Virginia.

The first item of discussion concerned the proposed Na-tional Media Center. Congress has authorized the estab-lishment of the Center, and has appropriated planningmoney. Guidelines are being prepared and reviewed. Itis likely that the Center will be located in Washington,although there is no mandate for this in the bill. TheNovember issue of the CEC JOURNAL will carry more infor-mation about the Center.

Planning grants have been made to the George WashingtonUniversity and to Catholic University to study networksof instructional materials centers, and similar programsin relation to the proposed National Media Center, andthe role the Center will play in the larger system.

It was announced that the CEC has broken the traditionalpattern for legislative action, by uniting all the forcesin special education in a combined effort, and at thesame time keeping the identity of separate disciplines,such as the deaf.

An interesting slide presentation was made by CharlesLee, chairman of the Emergency Committee for Full Fund-ing of Education Programs . This Committee has been high-ly effective. In fact, so much so that the Bureau ofthe Budget has been by-passed. This is regarded as asingular achievement. However, Mr. Lee makes clear, thetide is not fully turned. Much remains to be done. Therate of decreasing appropriations has been slowed, butthey continue to decrease . Mr. Lee asks for the fullsupport of all agencies in passing the continuing resolu-tion the Committee is proposing. (Information containedin the attached). He states that if we are to get thedesired results (adequate financial support) all agenciesmust work together. (For what my opinion is worth, Ithink Charlie's Committee is one of the most innovativeprojects around so far as specia,1 ,,educat ion is concerned .

173171

I would think it wise for the appropriate CED Committeeto get in touch with Mr. Lee, and ask how it can help.Phone: 202/547-8383.

Another item of business of interest to the deaf was abrief discussion of the State-Federal Information Clearinghouse for Exceptional Children.

Information is attached. CEC would like to hear fromall agencies about this.

To close the meeting the suggestion was thrown out thatperhaps better results will be obtained if all billsconcerning the handicapped were included in one bill(except vocational education, Title VI, etc.). TheBureau of Education for the Handicapped supports thisconcept.

- - -Before adjournment the chairman proposed two questions:

(1) Where and how often should the Committee meet?

(2) How should the Committee be structured?

At this writing there are no answers to these questions.

/7

114

1

REPORT OF MEMBERSHIP COMMITTEE

The Membership Committee has had an extensive correspondence in

regard to streamlining membership to the Conference as well as increas-

ing membership.

As a starter, the committee requests a change in the By-laws as

follows:

IC -

1. To qualify for membership, a school or program must have

five or more well graded classes of deaf children under

the supervisor or executive and be approved by the

Membership Committee.

ID

Associate membership may be granted to administrative per-

sonnel in member schools upon nomination by the executive

head and approval of the Membership Committee.

Associate membership may be granted to administrative per-

sonnel of special services and agencies dealing with the

deaf, upon nomination by an active member from the same

state, province or the D.C. and approval of the Membership

Committee.

Approval of the membership of committees and payment of dues

will make it possible for anyone to become a member immediately.

The Committee further recommends that the dues of regular schools

be increased $15, so that each school will receive only one billing in-

stead of the present two billings.


C. Joseph Giangreco, Chairman

Melvin LuebkeLewis WahlDonald KennedyBary GriffenNorman AndersonPaul Klenke

REPORT OF THE COMMITTEE ON MULTIPLY HANDICAPPED

This committee met during the regular meeting of the Conference

of Executives at St. Augustine, Fla. The discussion began with a report

on the status of the bibliography being prepared for distribution to all

the members of the Conference as well as other interested parties. The

Committee felt that although this was a very worthwhile activity to be

engaged in, it would not give the necessary support to educators of the

deaf to recognize their responsibilities to these children and to provide

programs for the multiply disabled child. It was felt by all members in

attendance that the problem of the multiply handicapped deaf child is of

such magnitude that the immediate and long range solutions can only be

resolved by the Conference accepting a leadership role. It is recommended

that the way to bring focus on the problem is to hold a national workshop

and then have appropriate follow-up with local dissemination.

The Committee felt that some of the major goals of such a national

workshop conference would be as follows:

a) Identification and description of the population.

b) Delineation of teacher competencies.

c) Clarification of administrative responsibilities.

d) Implication of early intervention.

The Committee felt that such a workshop conference should include

experts from all fields engaged in the special education of exceptional

176

"

children. This type of multi-disciplinary workshop could be grouped for

discussion purposes by the chronological ages of the children as well as

by disability groupings. It is felt that small discussion groups could

then concentrate on each of the major questions that must be answered.

The multi-disciplinary discussion of such questions as teacher competen-

cies, early intervention, etc. would add immeasurably to the fund of

knowledge required to appropriately educate and train these children.

In addition to the work being done on the bibliography and the

recommendations for a workshop the Committee would like to make available to

all interested parties a file of information relating to the frequency of

disabilities and a capsule description of existing programs. It is

requested that members of the Conference relay any such information to

Committee members as soon as possible.

Respectfully submitted:

Robert T. Kennedy, ChairmanJohn HarringtonJoseph G. DemezaFrances CroninRichard G. Brill

111

REPORT OF THE COMMITTEE ON STATISTICSCONFERENCE OF EXECUTIVES OF AMERICAN SCHOOLS FOR THE DEAF

APRIL 5 - 10, 1970


The formal report of the Committee on Statistics willbe included in the presentation by Mr. Augustine Gentile,Director of the Annual Survey of Hearing Impaired Chil-dren and Youth.

The Committee on Statistics met in Washington, D. C.March 4 and 5, 1970, at which time it was determined thatan annual survey of salaries for schools for the deafwould be initiated beginning next year. This survey wouldinclude salaries of administrators of programs or schoolsfor the deaf, salaries for teachers, houseparents, teacheraides and other professional people. The Committee willbe meeting in St. Augustine in an attempt to develop pre-liminary plans for this survey.Respectfully submitted,

David M. Denton, ChairmanThomas R. BehrensDoin HicksA. W. DouglasJ ames Lit t le

REPORT OF THE PUBLIC RELATIONS COMMITTEE

No new action has been taken by the Pubi ic Relations Committee. Copies

of the Information Booklet are sti I I on hand and are available for dissemination

to special groups in our states.

Stanley D. Roth, ChairmanLeonard M. ElstadGeorge M. ThompsonEi leen E. Connol lyRobert S. Brown

.0? r.9 I

118

COUNCIL OF ORGANIZATIONS SERVING THE DEAF

The Council of Organizations Serving the Deaf (COSD) has been in exist-

ence for 21 years. During 1969, the Council operation involved 18 member

organizations -- 15 in the active membership and 3 associate members. In add-

ition COSD has close to 100 individual memberships.

PUBLICATIONS AND INFORMATION DISSEMINATION

_The Council maintains a ma H ing I ist of 6,000, composed of board members of

af f i I fated organizations, educators, rehabi I i tat ion workers, clergymen, deaf adu I t

leaders, speech and hearing clinicians, parents, and others who had indicated

interest in receiving COSD releases. Released during 1969 were the Counci I

organizational directory, newsletters, the proceedings of the New Orleans Forum,

The Deaf Man and The World, a reprint of the Vernon-Makowsky article on "the deaf as

a minority group", the proceedings of the Maryland Teacher Institute, and the

Alexander Graham Bel I Association Statements on Deafness.

In addition, brochures describing the function of the Counci I were mai led to

al I members of Congress; the Forum proceedings were distributed to over 3,000

col lege and university I ibraries, and to al I state and regional vocational re-

hab i I itation centers, as wei I as state departments of special education. COSD

al so maintains a separate mai I ing I ist of 200 major metropol itan newspapers for

spec i a 1 re I eases.

SEC,T1ON 'OD COMM I TTEE ACTI V I TY

The TV Committee greatly expanded its operational base as it pressed for

improved v sua I zat i on of regu I ar te I ev s ion programs to meet the cu I tura I , socia I ,

and informational needs of the nation's 20,000,000 deaf and hard of hearing

citizens.

The Legal Rights Section planned the Legal Rights Forum just held in Chicago.

The Law School of Wayne State University has expressed interest in the Dossibi I ity

11)3#4.0.1

of setting up a center on rights of the deaf which would engage in research,

action, and public and legal education in this area.

The 1969 Annual Forum was held in New Orelans with 170 participating in

deliberations on the arresting theme, "The Deaf Man and the World;"

Liason. The Council continues to develop links for the member organizations

with peripheral groups which may have programs relevant to hearing or deafness.

Contacts include:

The American Medical Association Conference on Noise Pollution

The National Council on the Aged

The blational Conference onlOsearch and Neurological Disorders

The President's Blue Ribbon Ad Hoc Committee on Employment of the Handicapped

The World Federation of the Deaf

The American Association of Retired Persons

National Committee for Support of the Public Schools

National Welfare Conference

National Citizens Advisory Conference on the.Disabled and Disadvantaged

Developmental. The Council office continues to explore on behalf of the member

organizations possible remedies or solutions to a multitude of problems faced

by deaf people. At the present time the office is scrutinizing the possibility

of selected theaters in metropolitan areas exhibiting captioned or sub-titled

movies on a consistent evening of the week, so that the hearing impaired popula-

tion would have occasional opportunity to enjoy movies in a downtown setting.

FUTURE. The 1971 Forum w+ll use the theme, "The Medical Aspects of Deafness."

Marto...0This meeting, to be held in Eehtlacy 1971, will be held in Atlantic City.

The 1972 Forum, using as its theme "Perspectives on Education of the Deaf",

is in it's planning stage. To date there has been no site elected. However, the

180

Conference of Executives is being asked to be one of the sponsors for this Forum.

COSD is exploring means to carry on financially without government help.

The Helen Keller Memorial Fund for the Deaf is being contemplated, and this is

being sponsored by Lions International. The Virginia District is behind this,

and has already received some contributions. The aim is for each Lions Club to

contribute $100 yearly to the work of COSD. If this idea spreads, one can see

approximately $2,000,000 collected each year, with monies being allocated to the

organization members for special purposes.

Until COSD is on its feet financially, it has been suggested that there be

ao increase in dues as follows:

1971 $1501972 $1751973 $200

The operating budget at the present time is approximately $141,000.

In the 2i years that COSD has been in operation, much ground has been covered

in what has been for everyone concerned a brand new and pioneering concept of in-

creased services to deaf people through joint involvement of the national organ-

izations operating in the field.

Joseph P. Youngs, Jr.Stanley D. Roth (Rdporting for the

Committee)

181

RESOLUTION NO. 1

WHEREAS, the members of the Forty-Second Conference of

Executives of American Schools for the Deaf, their wives and

guests have experienced reality of the warmth and friendliness

of hospitality for which the South has been famous, and

WHEREAS, Dr. William J. McClure and Mrs. McClure have

extended this hospitality to ensure that our visit be enjoyable

and memorable, and

WHEREAS, The Staff of the Florida School for the Deaf and

the Blind, individually and through the Teachers' Association,

have been generous in attending to the many demands of such a

large gathering,

BE IT RESOLVED, That the sincere and deep appreciation of

the Conference be conveyed to Dr. McClure and Mrs. McClure and

to the Staff of the Florida School by letter from our Secretary

and that a copy of this Resolution become part of the official

minutes.

f::,1)

182

RESOLUTION NO. 2

WHEREAS, The Board of Trustees of the Florida School for

the Deaf and fot the Blind extended many gracious courtesies

and services to Conference members and guests and

WHEREAS, Mrs. Bernard Castro and Mr. Leslie Huffstetler

displayed particular interest in the Conference participants,

BE IT RESOLVED, That letters be sent to the Board and to

Mrs. Castro and to Mr. Huffstetler expressing our genuine ap-

preciation of their efforts on our behalf.

183

RESOLUTION NO. 3

WHEREAS, The Forty-Second Conference of Executives of

American Schools for the Deaf has been extended the warm

hospitality of the beautiful and historic City of St.

Augustine, Florida, and

WHEREAS, The Ponce deLeon Lodge has provided courteous

and efficient service to members of the Conference, and

WHEREAS, Various organizations and businesses in the

City of St. Augustine have provided many favors to members

of the Conference and/or their wives, viz. the Coca Cola

Bottling Company and the Woman's Exchange of St. Augustine,

THEREFORE, BE IT RESOLVED, That the members of the

Conference of Executives convey by letter their deep appre-

ciation to the various organizations and businesses in the

City of St. Augustine, namely, the Ponce deLeon Lodge,

the Coca Cola Bottling Company, and the Woman's Exchange

of St. Augustine and that a copy of this Resolution be added

to the minutes of this meeting.

184

REOLUTION NO. 4

WHEREAS, the program planning of the Conference entails

a great deal of work requiring many hours of committee members'

time over and above their regular duties, and

WHEREAS, the Program Committee of the Forty-Second

Conference has prepared a stimulating professional program

reflecting and extending the concern of members to current

and future issues in the education of deaf children and the

vocational and life success of deaf adults,

THEREFORE, BE IT RESOLVED, That the Conference convey its

deep appreciation to Dr. Roy Stelle and the Program Committee

of the Conference.

185

RESOLUTION NO. 5

WHEREAS, the Conference of Executives of American Schools

for the Deaf has expressed a deep interest in the problems of

the multiply handicapped deaf child, and

WHEREAS, there has been demonstrated interest on the part

of the Federal Government in the problems of the multiply handi-

capped deaf child,

THEREFORE, BE IT RESOLVED, That the Conference communicate

its continued interest and request that a National in-depth

workshop be held on the education and training of multiply

handicapped deaf children.

RESOLUTION NO. 6

WHEREAS, administrative officers, teachers, parents, and many others

have become increasingly concerned with the lack of adequate provision for

educational programming and instruction for those deaf students who are

limited in intellectual capacity in addition to hearing impairment, and

WHEREAS, most programs for hearing impaired persons are now found to

have relatively large proportions of their populations with limited in-

tellectual capacity or function, and

WHEREAS, the Conference of Executives of American Schools for the

Deaf has traditionally been the primary organization concerned with the

improvement of all educational programs for hearing impaired persons, and

WHEREAS, the American Association on Mental Deficiency with head-

quarters in Washington, D.C. is a recognized national organization con-

cerned with mental retardation and allied fields, and

WHEREAS, the aforementioned A.A.M.D. has recommended a closer working

arrangement with C.E.A.S.D. for the purpose of exploring and implementing

improved programs for deaf persons who also are mentally deficient,

BE IT THEREFORE RESOLVED, That a joint committee be established between

the Conference of Executives of American Schools for the Deaf and the

American Association on Mental Deficiency for the purpose of exploring

those areas of cooperative effort which could benefit those persons found

to have both mental deficiency and severe hearing impairment, and

BE IT FURTHER RESOLVED, That the president of the C.E.A.S.D. appoint

a committee of that organization immediately to initiate the establishment

of the joint committee at the earliest possible time, and

Resolution No. 6 (contd.)

BE IT FURTHER RESOLVED, That the joint committee be charged with

the responsibility to encourage and promote such effective programs as

are needed and to represent their respective organizations toward that

objective.

W. Lloyd Graunke,

Special Representative ofPresident Hoffmeyer to A.A.M.D.

188

RESOLUTION NO. 7

WHEREAS, the programs of the National Technical Institute for the

Deaf described at this meeting are in clear agreement with the spirit of

Public Law 89-36 as supported by testimony from this and many other

organizations associated with the deaf population, and

WHEREAS, this organization is abundantly satisfied with the rapid

progress and broad flexibility already demonstrated by these programs

for meeting long-time neglected needs of' the deaf' population for post

secondary technical education, and

WHEREAS, this organization believes that these programs of the

National Technical Institute for the Deaf deserves the full support for

continuation and further growth and refinement,

BE IT RESOLVED, That the Conference of' Executives of' American Schools

for the Deaf give full endorsement to all planning and implementation thus

far accomplished for the National Technical Institute for the Deaf, and

BE IT FURTHER RESOLVED, That this Conference make it known to the

Secretary of the Department of Hi.alth, Education and Welfare and to the

Congress that:

(1) This endorsement is well deserved, and

(2) That the FY71 budget request for both operations and con-

struction for National Technical Institute for the Deaf'

be supported for the full amount in order that the programs

which have already amply demonstrated worthy accomplishment

for some 264 deaf students may continue to do so for an even

larger number.

189

RESOLUTION NO. 8

WHEREAS, the circumstances and thinking of consumers are

essential guideposts for orderly appropriate progress; and

WHEREAS, the effectiveness of education of the deaf is

measured by its end product, the adult deaf person,

IT IS, THEREFORE, recommended that the programs of all.

subsequent annual. meetings of the Conference of Executives

of American Schools for the Deaf provide for at least one

deaf adult speaker.

_

190

RESOLUTION NO. 9

WHEREAS, the recent threatened delay of Apollo 13 brings into

national prominence the dreaded Maternal Rubella (German Measles)

infection which has afflicted thousands of infants with irreversible

deafness, and

WHEREAS, there is urgent need that the women and girls of' our

nation be protected against it by an adequate program of immunization,

BE IT RESOLVED, That this FortySecond Conference urge by. wire

to Secretary Robert Finch of' the Department of' Health, Education and

Welfare that a national program of immunization be launched with

appropriate haste.

Signed: Conference of Executives of' AmericanSchools for Deaf

Convention of' American Instructorsof' the Deaf

Alexander Graham Bell AssociationCouncil of Educators of the Deaf'

191

RESOLUTION NO. 10

WHEREAS, the Conference of Executives of American Schools for the

Deaf represents the major educational programs for deaf students in the United

States and Canada, and

WHEREAS, the objectives of the Conference of Executives of Ameri-

can Schools for the Deaf is to provide sound educational programs for the deaf

in the United States and Canada, and

WHEREAS, educating deaf childr en properly requires highly

technical and specialized skills, and

WHEREAS, a sound educational program should consist of well-

graded classes taught by certified teachers, and

WHEREAS, a sound program should consist of a minimum of five

well- graded classes under qualified supervisory personnel, and

WHEREAS, numerous states have mandatory and enabling legislation

requiring or permitting local school systems to provide educational programs

for deaf children at the local level, and

WHEREAS, many areas do not have adequate population or funding

to support sound educational programs for the deaf,

BE IT RESOLVED, That the Forty-Second Conference of Executives

of American Schools for the Deaf, through its President, communicate with the

appropriate office in each State Department of Education to express its concern

that qualified personnel, with experience in the education of the deaf, be in-

volved in drafting adequate legislation and subsequent guidelines for such new

programs and thus assur e sound educational programs consistant with the

highest standards possible at every level.192

C

REPORT OF THE CHAIRMAN OF THE VOCATIONAL COMITTEE

Conference of Executives of American Schools for the Deaf

Wednesday, April 8, 1970


The passage of Resolution #1 by the Conference of Executives in

Berkeley, California, June 25, 1969, indicated that an effort to secure

"quality programs to meet deficiencies in vocational education for the

deaf on a State and, or, Regional basis" should be made. As very little

had developed after the passage of the Resolution, and regardless of the

mandatory clause in the 168 Vocational Act, very little, if any,

additional money seemed to be going to the States as indicated by the

survey of November 1969, to upgrade existing programs, it was felt that

some action should be started. As chairman of the committee on Vocational

Education I decided to seek advice as to how to start to solve the

problem. I wrote to Dr. James E. Allen, Jr., Assistant Secretary of

Health, Education, and Welfare, regarding Resolution #1, and asked for

suggestions to the possible solution of the problem. A reply war)

received from Dr. Allen, s office with the suggeation that first we

explore existing legislation to determine if construction of regional

facilities for the deaf were possible. The answer was not too

satisfactory. I wrote to Dr. Allen again on September 16th and

asked for a meeting of persons of department head status, and I would

be happy to meet at any time and any place.

A meeting was held in Washington to discuss the problem November

12, 1969. The meeting was attended by Dr. Mary Switzer, Administrator,

S.R.S., H.E.W.; Dr. Albert L. Alford,s office, Assistant Commissioner

193

for Legislation, Health, Education, and Welfare; Mr. Sherrill D. McMillian,

Deputy Director of Vocational-Technical Education, U.S. Office of

Education; Dr. William Usdane, Social and Rehabilitation Service;

Mr. Ed Carnes, Educational Specialist, Media Services and Captioned

Films, and myself. A copy of the surveys which had been made previously

and a proposed plan for regional facilities were distributed to all of

those present and were discussed briefly. Needed information regarding

two aspects of the problem had not been obtained at this time; the

number of day school pupils leaving school, and the attitude of the

superintendents towards possible approach to solving the problem. The

attitude of the superintendents was secured December, 1969. No

information has been obtained regarding the day school drop-outs, or,

graduates, as of this date - April 8, 1970.

After the meeting on Nowsinber 12th, I visited with Dr. Usdane and

Mr. McMilli&n. Mr. McMillian pointed out that under existing legislation

regional facilities could be constructed only as an open facility to all

who wished to apply - hearing or deaf - and obvioulsy this was not our

desire at this time. Also, that money from the 10% clause in the 168

acts could not be used for construction. This was confirmed by the

legal department of the U.S. Office of Education.

November 13, 1969, I received a letter from Dr. Switzer enggesting

a meeting to be held by a task force January 13, 14, 15, to discuss

meeting the needs of the low achieving deaf. This meeting was held on

the above dates. A list of those attending is attached as well as the

recommendations.

r

194

The problem has not been solved, but progress has been made. The

recommendations of the task force have been discussed briefly and I

believe more dicussions will be held, and we may expect something of

concrete nature to come out of those discussions.

On April 9, 1970 word was received from Dr. Vernon, L. Glenn,

Director, Arkansas Rehabilitation Research and Training Center, University

of Arkansas, that a grant of $20,000 had been made to the Research and

Training Center by the Sensory Study Section of S.R.S. for the purpose

of developing activities related to the low-achieving Deaf Post-School

population. The selection of a Steering Committee to determine needs

and recommend activities relating to the low-achieving_post-school

population was underway and an announcement would be made in the very

near future as to the make up of the committee. A meeting of the

Steering Committee would be scheduled in the near future.


)-1 1 6i.

Roy G. Pirks, ChairmanSocial and Vocational Services CommitteeConference of Executives ofAmerican Schools for the Deaf

DIRECTORY OF PARTICIPANTSTask Force on Low Achieving Deaf Poet-SchoJ1 Population

1/ Mrs. Edna Adler

Consultant, Deaf and the Hard ofHearing

Communication Disorders BranchDivision of Disability ServicesRehabilitation Services AdministrationDepartment of Health, Education, andWelfare

Room 3316 - DHEW South BuildingWashington, D. C. 20201

2/ Mk. Edward CarneyEducational Specialist, Adult Educa-tion Program

Media Services and Captioned FilmsU, S. Office of EducationRonal 3327 - ROB &th & D Sts., S.W.Washington, D. C7 20202

1/ Dr. jtnAS F. GarrettAssistwmt AdministratorOffice of Research, Demonstrations,and Training

Social and Rehabilitation ServiceDepartment of Health, Education, andWelfare

Room 5054 - MEW South BuildingWashington, D. C. 20201

q/ Miss Holly KnoxLegislative AssistantOffice of LegislationU. S. Office of EducationRoom 4161 - FOB-6Washington, D. C. 20202

5/ Dr. Ben HoffmeyerPresident, Conference of Executivesof American Schools for the Deaf

North Carolina Schol for the DeafMorganton, North Carolina 28655

6/ Mr. George KlinkhamerEducational SpecialistDivision of Educational ServicesU.S. Office of EducationRoom 2015 - ROB - 7th & D Sts., S.W.Washington, D. C. 20202

2/

/

Dr. Glenn LloydDepartment of Special EducatLm

RehabilitationCollege of EducationUniversity of TennesseeKnoxville, Tennessee 77916

Mt. Craig MillsDirector, Florida Division ofVocational Rehabilitation

254 Charley Johns BuildingTallahassee, Florida 32304

2/ Dr. Edward Newman .

Commissioner, RehabilitationServices Administration

Department of Health, Education,and Welfare

Room 3004 - DHEW Sou,:h Building

Washington, D. C. 2(201.

12/ M. Roy ParksSuperintendent, Arkansas School

the DeafLittle Rock, Arkansas 72205

11/ Mt. Albert PimentelDirectoT, Registry of Interpretets

for the Deaf905 Bonifant StreetSilver Spring, Maryland 20910

12/ Rev. Daniel H. PokornyLutheran PastorLutheran Churches of the DeqfGallaudet College7th and Florida Avenue, N. E.Washington, D. C. 20002

13/ Dr. hir D'2,no Reed

Executive SecretarpySensory Study SectionSocial and Rehabilitation ServiceDepartment of Health, Education,

and WelfareRoom 5320 - DHEW South BuildingWashington, D. C. 20201

196

DIRECTORY OF PARTICIPANTSTask Force on Low Achieving Deaf Post-School PoEulation

14/ Mrs. Mary Jane RhodesParent3631 E. 42nd StreetIndianapolis, Indiana 46205

15/ Dr. Larry StewartDirector, Deaf ProjectArkansas Rehabilitation Research

and Training CenterHot Springs Rehabilitation CenterHot Springs, Arkansas 71901

16/ Dr. Ross StucklessDirector, Research and TrainingNational Technical Institute for

the DeafRochester Institute of Technology1 Lamb Memorial Drive

Rochester, New York 14823

17/ Miss Mary E. SwitzerAdminiJtratorSocial and Rehabilitation ServiceDepartment of Health, Education,

and ;Jelfare


13/ Dr. McCay VernonEditor, American Annals of th. I.eafWestern Maryland CollegeWestminister, Maryland 21157

19/ Mr. James WhitworthDirector, Geor;ia Rehabilitation

Center for th4 DeafCave Spring, Georgia 30124

20/ Dr. Boyce R. WilliamsChief, Communication Disorders Br.Division of Disability ServicesRehabilitation Services Admini7.tre.

tion

Department of Health, Educatir:n,and Welfare


191

,

COUNCIL ON EDUCATION OF THE DEAF

What: Minutes of the Executive Board Meeting heldJanuary 30, 31, 1970, at the Lexington Schoolfor the Deaf, Jackson Heights, New York

To: Members of CED Executive Board and toCommittee Members

From: Stanley D. Roth, Secretary

The meeting was called to order by President George T. Pratt at 10:30 a.m.Friday morning, January 30, in the Conference Room of the Lexington Schoolfor the Deaf.

A quorum was announced, and visitors were introduced. The following personswere present:

OFFICERS

George T. Pratt, PresidentStanley D. Roth, SecretaryJack M. Brady, Treasurer

EXECUTIVE BOARD

Bell Association: June MillerGeorge T. PrattLeo E. Connor

Conference:

Convention:

Ben E. HoffmeyerRoy M. StelleJack W. Brady

Howard M. Quigley (representingKen Mangan)

Stanley D. RothRobert W. Tegeder

COMMITTEE MEMBERS

Committee on Professional Preparation and CertificationRalph L. Hoag, Chairman M. Josephine CarrRichard G. Brill Bill G. BlevinsWilliam E. Castle Lucy M. MooreMildred L. Dovey Hollis W. Wyks

Gary A. Curtis

198

Committee on International ActivitiesRichard G. Brill, Chairman

George W. Fellendorf Joseph G. Demeza

The agenda as prepared by President Pratt, was presented for discussion and,there being no objection, it was decided to follow this as prepared.

Dr. Ralph L. Hoag, Chairman of the Committee on Professional Preparation,asked Dr. William E. Castle to report for the Ad Hoc Committee selected toplan a program of Teacher Preparation and Certification for those other thanacademic teachers, which could include not only vocational teachers, butteachers of Art, Physical Education, Librarians, etc.

Dr. Castle gave a very fine report (copies of the report were given to allmembers present), and after much discussion, it was felt that the reportshould be worked over, so that it would dovetail better with the revisedreport of the Teacher Preparation Committee (Connor-Stelle Report).

It was further felt that it should not be up to the Executive Board to makethe final decision relative to the acceptance of the committee reports attLis time, but educators throughout the country should have an opportunityto discuss the report, which is so vitally involved with teacher preparationcenters, and so important to schools for the deaf.

It was agreed that Dr. Hoag and Dr. Castle will work together to mesh thetwo reports, so that they will be ready for presentation at regional meet-ings. It was felt that a series of three meetings should be held in variousregions throughout the United States so that all aspects of the committeereports could be fully discussed by all who are interested.

Dr. Ben E. Hoffmeyer suggested that an afternoon of the program planned forthe Conference of Executives Meeting in St. Augustine be given over to thisprogram. It was felt that Thursday afternoon, April 9, could be set asidefor the superintendents and those connected with teacher preparation programsto have an opportunity to learn about the suggested programs.

Wednesday morning, June 24, at the Alexander Graham Bell Association Meetingin Philadelphia will be devoted to the discussion of the reports.

The third meeting was tentatively scheduled at the California School for theDeaf, Berkeley, for some time in the fall of 1970.

It was felt that through these three meetings, the reports would receive suf-ficient discussion to lay the groundwork for implementation of revisedstandards during the next two or three years.

C ".1

199

It was felt tha Dr. Ralph L. Hoag, as Chairman of the Committee on TeacherPreparation and Certification, should preside at all of the regional meetings.

Dr. Edward C. Merrill, Jr., President of Gallaudet College, presented thetentative report -- A NEW ERA FOR GALLAUDET COLLEGE -- and asked for commentsand discussion. There appeared to be no serious disagreement with the sug-gestions made in the report and it was felt that Gallaudet should proceedalong the paths outlined by the report. It was agreed that, rather than asingle CED Executive Board response to the presentation, individuals shouldsend their comments to Dr. Merrill directly.

Dr. Howard M. Quigley, Executive Officer of the Conference and Convention,presented the Articles of Incorporation for CED. These were approved by CEDand signed by the officers. However, Dr. Quigley was instructed not to filethe papers for incorporation until the Legal Counsel of the Alexander GrahamBell Association had an opportunity to study them. This is the only organ-ization of the three making up CED that has a legal counsel, and it is thepolicy of the organization to have all such matters reviewed by the legalcounsel. When approval is given, the articles are to be filed in theDistrict of Columbia.

Dr. Richard G. Brill, Chairman of the Committee on International Activitiesoutlined in summary the first meeting held in New York in 1967 of personsinterested in international meetings. This was an informal meeting held inconjunction with the Interhational Conference on Oral Education of the Deaf.Dr. Brill pointed out that in countries other than the United States andCanada there is nothing like CED, and the group asked that CED undertake theresponsibility for canvassing individuals, schools, and organizations inter-nattonally to obtain opinions.

Dr. Brill, then President of CED, sent out letters to 63 schools and organ-izations in 14 countries during the summer of 1968, and received replies from23 institutions in 10 countries.

Some of the questions asked in this survey were:

Who could speak for the deaf in each country.Name of the persons or organizations to be contacted.Should international conventions be held every five years.Suggestions for time intervals.Suggestions for meeting places.

On November 12, 1969, Dr. Brill canvassed members of his committee relativeto their opinions as to where the next international congress should be held,and the following suggestions were received:

ArgentinaIrelandJapan

200

r-p

The matter of interpreting at the 1970 International Congress was discussed.It was felt that if any deaf teachers attended, they would be from theUnited States and Canada as there are few deaf teachers in other countries.However, it was felt that interpreters were necessary. As most of the mem-bership of deaf members involves teachers, it was suggested that perhaps theConvention should be the group to provide interpreters. It was felt thattwo interpreters would be sufficient, and that their expenses should beborne by the sponsoring institution. Mr. George W. Fellendorf felt that theAlexander Graham Bell Association could take care of the oral interpreters.

The matter of group travel was brought up, but it was felt that CED shouldnot become involved in the matter of arranging touvs, as there were a numberof tour groups already organized.

Foreign visitors coming to America could contact the Volta and the Annalsand the Conference and Convention offices for help in plarnling tours in theUnited States.

Mr. Fellendorf suggested that, if at all possible, two or three representa-tives from each country having a representation at the Congress in Stockholmtry to get together to discuss future international meetings. Dr. Brillsuggested that the chairman of this meeting held in Stockholm be Mrs. RutMadebrink, Secretary General for the International Congress in Stockholm.Dr. Pratt appointed Dr. Brill, Dr. Demeza and Mr. Fellendorf to represent CEDat the meeting.

Dr. Pratt announced that as yet nothing has been done to develop a brochurefor CED, but he felt that this should be done, and perhaps the next adminis-tration could concentrate on this plan.

On a motion by Dr. June Miller, seconded by Dr. Stelle, the report of theTreasurer, Mr. Brady, was accepted. A copy of the treasurer's report isattached.

Dr. Hoag brought up the question of site visits to teacher training institu-tions. It was felt that the policy allowed in the past by the ConferenceCommittee is a satisfactory one, with the chairman of the committee empoweredto appoint members of the various site visitation committees. It is not

necessary to use ONLY the members of the Committee on Professional Prepara-tion and Certification, but other members of CED could be involved. Theexpenses of the site visits are paid by the institution requesting the visit.The report of the committee should be made to CED at its regular meeting,and also announcements made in the Volta and the Annals.

On a motion by Dr. Miller, seconded by Dr. Ste lle, the Executive Board ofCED approved the policy of having all official announcements of CED pub-lished in the VOLTA and the ANNALS. These two professional magazines willbe the official publication organs of CED. The minutes of CED ExecutiveBoard Meetings will be sent to the Editors of the VOLTA and the ANNALS.

Dr. Pratt announced that the next official meeting of the CED ExecutiveBoard will be held at 9:30 a.m. June 24, 1970, at the general meeting ofthe Alexander Graham Bell Association, in the Benjamin Franklin Hotel,Philadelphia, at which new officers for the 1970-72 term will be elected.The Secretary was instructed to send to the VOLTA and the ANNALS announce-ment of this official meeting.

Dr. Pratt closed the meeting by expressing appreciation to Dr. Connor forhis hospitality in opening the Lexington School for the meeting; to thevarious committee chairmen; to Dr. Quigley and to Mr. Fellendorf for workingon the incorporation papers.

The meeting was adjourned at 11:57 a.m., January 31, 1970.

Respect fully submitted,

/s/ Stanley D. Roth

Stanley D. Roth,Secretary

202

EDUCATIONAL MEDIA COMMITTEE

The Committee wishes to report that there have been noitems brought to it since our last meeting and, therefore,we have not taken any action.

However, we do want to point out the expanded opportunityfor the use of various media in the education of the deaf. .

The work of the four regional media centers for the deaf,along with the increased services of Captioned Films, hasmade a tremendous contribution in our field.

We feel that these programs and innovations that havedeveloped over the past several years represent a genuine

step forward. All personnel involved in these programsare to be commended.


Thomas R. BehrensPeter M. BlackwellDavid M. DentonJoe ShinpaughEldon E. Shipman, Chairman

REPORT OF THE PARENT EDUCATION COMMITTEE

We are pleased to report that we have completed our work in

publishing a Parent Education brochure. Approximately ten

thousand copies were printed, and they are in the hands of

our Executive Secretary, Dr. Howard M. Quigley. They may

be purchased through Dr. Quigley for fifty cents each.

Walter BellhornMelvin H. BraselAlfred LambGeorge H. ThompsonKenneth F. Huffs Chairman

203

APPENDIX

CONSTITUTIONCONFERENCE OF FAECUTIVES OF AMICAN SCHOOLS FOR THE DEAF

ARTICLE I. NAME

This organization shall be known as the Conference of Executives of AmericanSchools for the Deaf, Incorporated, hereafter referred to in this Constitution asthe f2onforence.

ARTICLE It OBJECT

The object of this organization shall be to promote the management and oper-ation of schools for the deaf along the broadest and most efficient lines and tof urther and promote the general welfare of the deaf.

ARTICI.E IlL MEMBERS

Section I. Regular membership in this organization shall be limited to theexecutive heads of schools for the deaf.

Section II. Associate membership may be granted according to such provisionas may be specified in the by-laws.

Section III. An Associate member may participate in the deliberations of themeetings of the Conference and may serve on committees other than the Execu-tive Committee. An associate member may not hold office. An associate mem-ber may not vote, except when designated, in writing, as a proxy for a limitedtime, by the executive bead of a member school.

Section IV. Honorary membership may be conferred at any meeting of theorganization by a nmjority vote of the active members present, such member-ship to continue until terminated by withdrawal or vote of active members.Honorary members will not be required to pay dues, and shall not have the rightto vote.

Section V. Regular member schools shall pay dues as prescribed by. the by-laws. Only executive beads of member schools whose dues are paid, or theirproxies, shall have the right to vote.

ARTICLE IV. OFFICERS

Section I. The officers of the Conference shall be a president, a president-elect, a secretary, and a treasurer. The officers together with six elected regularmembers and the hnmediate past president, shall consitute the ExecutiveCOMM ittee.

Section II. Upon revision of the constitution at the Centennial Meeting ofthe Conference to be held at Gallawlet College, Wnshingtou, D.C., April 28 toMay 3. 1968, the terms of office of the president. vice-president, secretary andtreasurer, elected at tlw 35th Regular Meeting, held at Hot Springs, Arkansas,April 2.1-29, 1066, for a term of three years beginning July 1, 1966. shall beshortened to a term of two years ending midnight June 30, 1968. At the CentennialMeeting, April 28 to May 3, 1968, an election shall be held for the offices ofpresident, presidontwleet, secretary and treasurer, to take office July 1, 1968,for a term of two years. The terms of these offices shall be two years there-II fter, the election to be at the regular meeting of the membership precedingJuly 1 of the even mnnbered year. The presidentelect shall be the nominee forpresident.

Section III. The immediate past president shall become a member of theExecutive Committee for a term of two years. The six elected members of theExecutive Committee shall continue to serve for terms of three years, two beingelected each yea.r at the regular meeting of the membership and taking officeon July 1, following.

Section IV. The president shall be the chairman of the Execntive Committee.Section V. Officers mny not succeed tbentselves but may he elected to other

offices, or to the same office after a lapse of two years, In the ease of a vacatedoffice, the Executive Committee shall elect a new officer for the unexpiredterm.

ARTICLE I'. DUTIES OF OFFICERS AND ExEcutIvE comNurrEE:

Section I. President: The president shall preside at the meetings of theConference and of the Executive COMM ittee 'and shall have general care andoversight of the atTaini of the Conference :.aubjeet to the approval of the ExecutiveCommittee.

Section I I. President-Elect : Imi the absence or disability of the president shalldischarge the duties of the pre.sident-elect and in the absence or disability of

265

both the Executive Committee may choose a member to sez.ve as presidingofficer.

Section III. Secretary : The secreta ry shall keep the records of the meetingsof the Conference aml of the Executive Committee and shall be custodian ofthe mords and perfonn such other secretarial duties as may he required bythe affairs of the Conference.

Section I V. Treasurer : The treasurer shall collect all dues and assessmentsand shall have custody of the funds and securities of the Conference underemitrol of the Executive Committee. He shall keep proper books and accountsof the receipts and disbursements of the moneys of the Conference and thefunds and securities of the Conference and 5111111 report as to the financial condi-tion of the Conference at each annual meeting or as often as requested by theExecutive Committee.

The treasurer shall pay out of the money of the Conference only in accordancewith the regulatIons or instructions of the Executive Committee and investsurplus funds subject to the approval of the Executive Committee.

Except that, while the Executive Committee operates a national office headedby an appointed executive officer, the functions and controls formerly assignedto the treasurer are transferred to the executive officer of the national office.In this situation the treasurer shall retain membership on the Executive Com-mittee, and serve as chairman of an auditing committee.

Section V. The Executive Committee shall hav2 charge of the affairs of theConference between meetings.

The Executive Committee shall be governed by such hy-laws as are adaptedby the Conference and shall submit a report of its activities at each annual meet-ing of the Conference.

Section VI. The Executive Committee shall be elm rged with the managementand fiscal control of the official organ of the Conference known as the AmericanAnnals of the Dcnif and shall elect its editor, who 'shall perform such duties asmay be prescribed in tile by-laws and designated by the Executive Committee.The editor shall serve for a term to be determined hy the Executive Com-mittee.

Section VII. Meetings of the Executive Committee may be called by thepresident or upon the request of four members of the committee. Written noticeof such nieetings 5111111 be given thirty days in advance. Where a quorum of theConmittee cannot be obtained, a written poll of the members may he substituted.

Section VIII. A quorum of the Executive Committee 8111111 consist of sixmembers of the Committee.

Section IX. All officers and members of the Executive Coinmittee must heregular members of the Conference.

ARTICLE vl. MEETINOS

Section L Regular meetings of the Conference shall be held annally at a timeand place designated by the Conference in session or hy the ExeCutive Commit-tee. Notice of all meetings must appear in the American Annals of the Deaf atleast sixty days in advance of the meetings or sent in writing to each mem-ber sixty days in advance of the meeting.

Section II. The program of each meeting shall be prepared by a ProgramConimittee designated by the President and approved by the Executive Com-mittee.

Section III. A quorum shall consist of thirty regular members.

ARTICLE VII. AMENDMENTS

Tills constitution may be amended by the affirmative vote of at least three-fourths of the regular members present at any regularly called meeting, atwhich at least fifty regular members are present, provided thirty days notice ofthe meeting with publIcation of the proposed amendment shall appear in the ,official organ of the Conference.

ARTICLE VIII. 'MUERTE;

The Executive Committee is authorized to accept at its discretion gifts andbequests in behalf of the Conference of Executives of American Schools for theDeaf.

206

BY-LAWS

I. MEMBERSHIP

A. MenNbership in the Conference of Executives of American Schools for theDeaf, IncorponiWd, shall be cmisidered that of the school rather than the in-dividual. A school shall be eligible to representation during the period for whiehdues ha ve been paid.

An executive relinquishes his Conference menthership as a representative fora school upon terntinat ion of hls official duties.

B. At each regular meeting the secretary shall cause to be posted in a con-spkuous place, or circulated to all members attending, a list of the names of allexecutives qualified as regular metwiters and another list of all qualified associatemembers.

C. To qualify for membership a school (or a program) must have five or morewell graded classes of deaf children under one supervisor or executive and bereconmiended to the Conference by the Executive Committee and approve(l bythe Conference in regular meeting.

I). Associate memh.2rship in the Conferenee may be granted to administra-tive personnel in member schoeht upon nomination by the executive recom-mendation of the Executive Committee, approval by the Conferenee in regularnweting, and payment of such annual dues as may be prescribed.

Associate membership may be granted to administrative personnel of spedalserviees and ageneies dealing with the deaf, upon nomination by a regular mem-ber from the same State, Province, or the District of Columbia, in which theagency is headquartered. recommendation of the Executive Committee, approvalof the Conference in regular meeting and payment of such annual dues as lintybe prescribed.

E. Annual dues for active and associate members respeetively shall BO in stud'amounts as are recommended by the Executive Committee and approved by theConference.

II. OFFICERS AND COMMITTEES

A. Only regular members in good standing simil be eligible for election to holdoffice or membership on the Executive Committee. Vacane les shall be declaredin the event that an irregularity in this respect sluill be notml. Regular andassociate members may be appointed to conunittees other dill 11 the Executi VPCommittee.

B. Nominations for the various offices shall be mule from the floor at thedesignated period set for the dection of officers. In the event of there being morethan one nominee, written ballots shall be east and the number receiving a ma-jority of the votes shall be declared elected. Itt case no majority is reeordedon the first ballot, a Fecond ballot shall be provided on which only mimes of thetwo having the largest number of votes shall appear. In ease of a tie vote forthe first or seeond place on the ballot, the names of all candidates involvedin suell a tie shall he included. Subsequent ballots are to be governed by .similarregulation if rwcessary.

C. The power of general management of the Conference between meetings,granted to the Executive Committee in the constitution. shall inelu(le the initia-tion of researeh and other professional activities in which the welfare of thedeaf is involved.

I). Committees: There shall be the following standing eonnnittees:1. Accreditation of Schools.2. Deo f.Blind ( added ).3. Dormitory Counselors, Training and Certification.4. Educational Media (new name).5. Educational Research.6. Higher Education.7. Interagency (added),8. Legislation.9, Multiple Handleapped (added ).

1 0. Parent Education.1 1, Program.12. Public Relations.1 3. Resolutions.1 4. Statisties.15. Vocational Education (added).

201

The standing committees Identified above may consist of varying numbers Ofnot less titan 3 or more than 12. They shall be appointed by the president for thetern; of his office with the approval of the Executive Committee.

Tlwre shall be pa rtidpn tim; by the Conference in 2 joint committees as follows :16. Joint Advisory Committee, American Annals of the Deaf.17. joint Committee, Teacher Training and Certification.

The Joint Advisory Committee, Amerimm Annals of the Deaf, shall onsist of 3members representing the Conference of Executives of American Schools for theDeaf, appointed by the president ; 3 members representing the Convention ofAmerica n Dist roctors of the Deaf ;Ippon; ted by the presid(nt of Dm ti)rganizat ion,and the 2 presidents. The president of ow Confernce shall mane tlw claim= ofthe Committee. All official delilwra dons of this advisory committee shall be for-warded to the Executive Committee of the Conference for review nnd such of-tidal action :is may he appropriate.

The Joint Committee on Teacher Training and Certification shall eonsist of 4members representing the Conference of Executives of American Schools for theDeaf, appointed by the president; -1 members repr.senthig the Convention ofNmerion Instructors of the Deaf laid appointed by the mesident of that organiza-tion 4 members of the Akxamkr Graham Hell Association for the Deaf, ap-pointed by the president of that orga nization. The chairman lind the secretaryslm II lw ppointed by the president of the Conference and serve for indefiniteterms at the pleasure of the president. !HIV remaining members shall serve forsiwh term as: is imlicnted by the ttresident appointing them. snch term to termina teon June 30 of the yor indieated. All official business of that committee shall beeondueted tinder the dirN;tion of the Executive Committee of the t'onferenee ofExcentives of Amerivan Schools for the Deaf.

The pnbsident may appoint sueh special eommit tees as may be indicated witht he approval of t he Ewen t lye Commit t ee.

208

1868187218761880188418881892

19001904

MEETINGS OF THE CONIIERENCE OF EXECUTIVESOF AMERICAN SCHOOLS FOT THE DEAF

1st: Gallaudet College, Washington, D. C.2nd: Michigan School for the Deaf, Flint, Michigan3rd: Mount Airy School for the Deaf, Philadelphia, Pa.4th: The Clarke School for the Deaf, Northampton, Mass.5th: Minnesota School for the Deaf, Faribault, Minn.6th: Mississippi School for the Deaf, Jackson, Miss.7th: Colorado School for the Deaf and the Blind,

Colorado Springs, Colorado8th: Alabama School for the Deaf, Talladega, Ala.9th: Department of International Congresses of the Universal

Exposition, Halls of CongresseJ on the ExpositionGrounds, St. Louis, Mo.

1913 10th: Indiana School for the Deaf, Indianapolis, Ind.1919 llth: Ohio School for the Deaf, Columbus, Ohio19214. 12th: Florida School for the Deaf and the Blind,

St. Augustine, Fla.1926 13th: Maryland School for the Deaf, Frederick, MA.1928 14th: Tennessee School for the Deaf, Knoxville, Tenn.1930 15th: Colorado School for the Deaf, Colorado Springs, Colo.1933 16th: New Jersey School for the Deaf, West Trenton, N. J.

International Congress on the Education of the Deaf.1936 17th: Western Pennsylvania School for the Deaf, Edgewood

Pittsburgh, Pa.1939 18th: Gallaudet College, Washington, D. C.19144 19th: Western Pennsylvania 3chool for the Deaf, Edgewood

Pittsburgh, Pa.1914.8 20th: Minnesota School for the Deaf, Faribault, Minn.1945 21st: Illinois School for the Deaf, Jacksonville, Ill.1950 22nd: Colorado School for the Deaf, Colorado Springs, Colo.1951 23rd: Missouri School for the Deaf, Fulton, Mo.1952 24th: Arkansas School for the Deaf, Little Rock, Ark.1953 25th: Washington School for the Deaf, Vancouver, Wash.19514. 26th: New Mexico School for the Deaf, SaAta Fe, N. Mex.1955 27th: American School for the Deaf, West Hartford, Conn.1956 28th: Mississippi School for the Deaf, Jackson, Mississippi1957 29th: Tennessee School for the Deaf, Knoxville, Tennessee1958 30th: Clarke School for the Deaf, Northampton, Massachusetts1959 31st: Colorado School for the Deaf, Colorado Springs, Colorado1960 32nd: Northwestern University, Evanston, Illinois1961 33rd: Oregon School for the Deaf, Salem, Oregon1962 34th: Texas School for the Deaf, Austin, Texas1963 35th: Manger Hamilton Hotel, Washington, D. C.1964 36th: California School for the Deaf, Riverside, California1965 37th: Pick-Durant Hotel, Flint, Michigan1966 38th: Velda Rose Towers, Hot Springs, Arkansas1967 39th: American School for the Deaf, West Hartfo2d, Conn.1968 40th: Gallaudet College, Washington, D. C.1969 418t: California School for the Deaf, Berkeley, California1970 42nd: Ponce de Leon Lodge, St. Augustine, Florida

PUBLISHED PROCEEDINGS OF THE CONFERENCE OF EXECUTIVESOF AMERICAN SCHOOLS FOR THE DEAF

1868 - 1968

1868 Volume I: 1st meeting, llth Annual Report of theColumbia Institution for the Deaf and Dumb (GallaudetCollege), Washington, D. C.

1872 Volume II: 2nd meeting, 10th BiennialReport of theBoard of Trustees of the Michigan Institution for theEducation of the Deaf, Dumb, and Blind, Flint, 111ch.

1876 Volume III: 3rd meeting, American Annals of the Deaf,No. 4, Mount Airy School for the Deaf, Philadelphia, Pa.

1880 Volume IV: 4th meeting, Stremm Press of Gazette PrintingCo., Northampton, Mass., Clarke School for the Deaf,Northampton, Mass.

1884 Volume V: 5th meeting, Biennial Report of the MinnesotaSchool for the Deaf, Pioneer Press Co., St. Paul, Minn.

1888 Volume VI: 6th meeting, Clarion-Ledger PrintingEstablishment, Jackson, Miss., Mississippi School for theDeaf.

1892 Volume VII: 7th meeting, Colorado School Printing Office,Colorado Springs, Colo. Proceedings published in 1893.

1900 Volume VIII: 8th meeting, Alabama Institute for the DeafPrinting Office, Talladega, Ala.

1904-50 Volume IX-XXII: 9th to and including the 22nd Proceedingswere published in the American Annals of the Deaf.

1951 Volume XXIII: 23rd meeting, Missouri School for the Deaf.The minutes were published in the Proceedings of theConvention of American Instructors of the Deaf.

1952 Volume XXIV: 25th meeting, Washington School for the Deaf,Vancouver, Wash. Minutes were published in the Proceedingsof the Convention of American Instructors of the Deaf.

1954 Volume XXVI: 26th meeting, New M.exico School for the Deaf,Santa Fe, N. Mex. Minutes were mimeographed.

1955 Volume XXVII: 27th meeting, American School for the Deaf,West Hartford, Conn. Minutes were published in theProceedings of the Convention of the American Instructorsof the Deaf.

1956 Volume XXVIII: 28th meeting, Mississippi School for the Deaf,Jackson, Miss. Minutes were mimeographed.

1957 Volume XXIX: 29th meeting, Tennessee School for the Deaf,Knoxville, Tenn. Minutes were published in the Proceedingsof the Convention of the American Instructors of the Deaf.

1958 Volume XXX: 30th meeting, the Clarke School for the Deaf,Northampton, Mass. Minutes were mimeographed.

1959 Volume XXXI: 31st meeting, Colorado School for the Deaf,Colorado Springs, Colo. Minutes were published in theProceedings of the Convention of the American Instructors ofthe Deaf.

1960 Volume XXXII: 32nd meeting, Northwestern University,Evanston, Ill. Minutes were mimeographed.

1961 Volume XXXIII: 33rd meeting, Oregon School for the Deaf,Salem, Oregon. Minutes were published in the Proceedingsof the Convention of the American Instructors of the Deaf.

2104

1962 Volume XXXIV: 34th meeting, Texas School for the Deaf,Austin, Texas. Minutes were lithographed.

1963 Volume XIXV: 35th meeting, Manger Hamilton Hotel, Washington,D. C. This meeting was held in conjunction with theInternational Congress on the Education of the Deaf and theminutes are to be published in the Procaedings of theInternational Congress on the Education of the Beaf.

196/4. Volume XXXVI: 36th meeting, California School for the Deaf,Riverside, California. Minutes were lithographed.

1965 Volume XXXVII: 37th meeting, Pick-Durant Hotel, Flint,Michigan. Minutes were published in the Proceedings ofthe Convention of the American Instructors of the Deaf.

1966 Volume XXXVIII: 38th meeting, Velda Rose Towers, Hot Springs,Arkansas. Minutes were lithographed.

1967 Volume XXXIX: 39th meeting, American School for the Deaf,West Hartford, Conn. Minutes were published in theProceedings of the Convention of the American Instructorsof the Deaf.

1968 Volume XL: 4.0th meeting, Gallaudet College, Washington, D. C.Minute s were lithographed .

1969 Volume XLI:4lst meeting, California School for the Deaf,Berkeley. Minutes were published in the Proceedings of theConvention of American Instructors of the Deaf.

1970 Volume 42nd meeting, Ponce de Leon Lodge, St. Augustine,Florid.a. Minutes were lithographed.

211

HONORA RY MEMBERSThe Conference of Executives of American Schools for the Deaf

ABERNATHY,, Edward R., 2571 Dorset Road, Columbus, Ohio 43221

BARTLEY, Rev. Thos. R., 4114 St. John Street, Pittsburgh, Pa. 15239

BECKER, Valentine A., P. 0. Box 1533, Tucson, Arizona 85702

BENSON, Ellzabeth, Twin Creek Plaza, Apt. 11, Frederick, Md. 21701

BERG, Lloyd,, 421 Ridge Road, Council Bluffs, Iowa 51501

BOATNER, Maakine Tull, 115 Cliffmore Road, West Hartford, Conn. 06107

BROOKS, Charles L., 38 Lyons Road, Scarsdale, N. Y. 10585

CARL, Sister 'Iary, Boston Sch.-Deaf, 800 N. Main St., Randolph, Mass. 02368

CRAIG, Sam B. 3313 Sheffield Circle, Sarasota, Florida 33580

CRANWILL, Alfred, 5149 Hesperus Drive, Columbia, Md. 21043

CRATHERN, Helen C., Crotched Mtn. Foundation, Greenfield, N. H. 03047

CROUTER, John Yale, 12 Adelphi Ave., Providence, R. I. 02906

DAVIES, Rachel ]).1 168 Barilla, San Antonio, Texas 78209

HARRIS, Stanley R., West Virginia University, Morgantown, West Va. 26506

DAVIS, Alfred, 2040 Barnett Shoals Road, Athens, Georgia 30601

DAVIS, Serena Foley, 7720A Stentor Ave., Philadelphia, Pa. 19118

DOCTOR, Powrie V.) Gallaudet College, Washington, D. C. 20002

DOERFLER, Leo, Eye & Ear Hosp., Univ. of Pittsburgh, Pittsburgh, Pa. 15213

ELSTAD, Leonard M., 3133 Conn. Ave., N. W., Apt. 224, Washington D. C. 20008

ELTING, Julia G., 555 Knollwood Road, White Plains, N. Y. 10603

FLOYD, Margaret H. P.O. Box 3573, Univ. Pk. Br., Las Cruces, N. M. 88001

FUSFELD, Irving S. 4945 Cochrane Ave. Oakland, California 94618

GALLOWAY, James H., 242 East Lake Road, Pultneyville, N. I. 14538

212

GENTRY, E. H., 801 Maple Drive, Talladega, Alabama 35160

GERTRUDE, Sister Rose, 2253 Main Street, Buffalo, N. Y. 14214

GRACE, John F. , 5809 Tumbling P, Tucson, Arizona 85713

GROW, Charles B., 320 McDowell Drive, Danville, Kentucky 40422

HALL, L. B., Holly Hill Apts., Sulphur, Oklahoma 73086

HARRIS, Glenn, 214 Lobos Avenue, Pacific Grove, California 93950

HARRIS, Nathan, 1157 Beacon Street, Brookline, Mass. 021146

HEDGECOCK, Leroy D., Mayo Clinic, Rochester, Minnesota 55901

KLEIN, John A2 Box 23BA, Route #1, Spring, Texas 77373

LEE, J. Madison, 306 East Lexington St., Danville, Kentucky 141022

MacDONALD, Charles E., 2625 Tolmie St., #9, Vancouver 8, B. C. Canada

McADAMS, J. C., P. 0. Box 8914, Texarkana, Texas 75501

McINTIRE, 0. 1...9 4703 Balcones Drive, Austin, Texas 78731

McLAUGHLIN, Harriet F., 1140 E. 28th St., New York, N. Y. 10016

MILLIGAN, William, 14 York Street, Orchard Hill, White Plains, N. Y. 10607

MORROW, Robert, 3008 E. Third Street, Tucson, Arizona 85716

NYKLEBUST, Helmer 11.9 Northwestern University, DeKalb, Illinois 60115

O'CONNOR, Clarence D., 200 East 66th Street, New York, N. Y. 10021

O'NEAL, Mildred E., 350 West Avenue, Ludlow, Mass. 01056

PEELER, Egbert N., 1300 Diehl Street, Raleigh, N. C. 27605

POORE, Ethel A. , Cedar Bluff Road, Knoxville, Tenn. 37901

RANKIN, Carl E. 3020 Forest Park Drive, Charlotte, N. C.,28209

RAWLINGS, Charles, 29 Silvern Street, Huron, Ohio 14/4839

SANDERS, Keyes D., 14 Dobson Road, Wakefield, R. I. 02881

SPARKS, Fred L. Jr., 612 College Drive, Cedartown, Georgia 30125

STEVENSON, Elwood A., 18314 Sanoma Avenue, Berkeley, California 914707

213

ir"./1.411

VAN ALLEN, Karl C., 152 Church Street, Amherst, N. S., Canada

WALKER, W. Laurens, 206 Lakeside Road, Spartanburg, S. C. 29302

WALLACE, John, 3223 N. 45th Street, Omaha, Nebraska 68104

WHITEHEAD, W. M., 3202 Park Place, H. W., Washington, D. C. 20010

WILMAN, M. Catherine, 917 Magellan Drive,,Sarasota, Florida 33580

WOODEN, Harley Z., Apt. 802B Huron Towers, Ann Arbor, Michigan 48105

214

Date post:	26-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

ERIC - Education Resources Information Center - Deaf. PUB DATE … · 2013-11-15 · 11:15 - 12:00...

Documents